摘要：The present study is an investigative work to examine learners’ judgements on some proposed error correction methods, in connection with mispronounced English words. Learners are to evaluate the qualities of six different types of correction approaches, in terms of ‘embarrassment’, ‘comprehensibility’ and ‘effectiveness’ through a set of 36 error-correcting-act video clips representing the six correction types. A set of corresponding questionnaire survey in exploring respondents’ insights was administered. Comparisons by their learning experience (year) and environment (institution) were carried out to study any effect on their judgements. The results of the survey conducted on 88 undergraduate students revealed that the respondents seem to share the same pattern of observations despite their learning experience and types of higher institutions. They have concern on the aspect of ‘embarrassment’ in relation to all corrective feedback types except for Repetition and Clarification Requests which are more communicative in their approach.
