It's 'three', not 'tree': Peer-led pronunciation correction among Year 2 ESL learners during free play in a Malaysian primary school
This exploratory study of Year 2 ESL learners in a Malaysian primary school reveals that spontaneous peer-led pronunciation corrections occur more frequently and with less emotional distress during unstructured playground play than in structured classroom settings, suggesting that educators can leverage the low-anxiety environment of free play to effectively foster pronunciation development.