Making Word Stress Audible: Peer Feedback and Pronunciation Development in a Vietnamese University EFL Classroom

This proposed study will examine how structured peer feedback contributes to the monitoring and revision of English word stress in a Vietnamese university EFL classroom. It will distinguish accurate stress placement from intelligibility and perceived comprehensibility. Approximately 40 intermediate learners will participate in six instructional sessions combining perception practice, individual recording, peer feedback, and renewed production. Baseline, immediate, and delayed assessments will include sentence reading and a short independent speaking task. Assessment words will include items practised during instruction and items withheld from instruction. Two trained assessors will judge primary stress placement, while independent English users will transcribe selected words and rate the ease of understanding short speech samples. Recorded peer exchanges and feedback sheets will support qualitative analysis of noticing, explanation, verification, and uptake. Descriptive summaries will be integrated with individual pronunciation trajectories, including unsuccessful corrections and uncertain cases. The study will investigate the conditions under which peer feedback supports justified self-monitoring rather than repeated imitation or unsupported correction. Because instruction combines several components and includes no comparison group, observed changes will not establish a causal effect of peer feedback. The proposal specifies a feasible collection and assessment framework without reporting results or assuming that pronunciation will improve.