Résumé:
The present study explores the role of the English Teacher’s oral feedback in enhancing the third year middle school pupils accuracy during the pronunciation of the schwa |ə| sound errors in Cheria city. This study opts for the qualitative research method by using classroom observation as the only tool to identify errors and difficulties during pupils’ English language production and to observe whether they refine their schwa pronunciation based on their tutor’s oral feedback. According to the hypothesis which states that teachers’ oral feedback enhances the third-year middle school pupils’ accuracy in pronouncing the schwa |ə| sound, the class observation was conducted in Cheria in three middle schools with 103 pupils in three classrooms. Researchers found that rectifying the schwa sound depends on the teachers` pronunciation and the employed Oral Feedback techniques. Therefore, the formulated hypothesis is proved. The findings reveal that the teacher’s oral feedback is an efficient strategy that can assist pupils in pronouncing this sound and offer opportunities for adjustment and refinement to achieve proper reticulation. Accordingly, some essential recommendations are stated for both pupils and teachers in which pupils should actively use feedback, seek independent resources, and embrace mistakes. As well as, teachers should provide varied feedback, use creative strategies, create a positive learning environment, encourage participation, and model clear pronunciation. . These recommendations are designed for further researchers, teachers, and course designers to prioritize English pronunciation inside foreign language middle schools' classes and syllabuses.
