With the increased use of online learning in language education, the importance of videoconferencing lessons has recently received much attention in improving English speaking skills in Korea. This study examines the aspects of videoconferencing lesson that were helpful for improving students’ pronunciation. Six middle school students in Korea were assigned to two videoconferencing sessions with pre- and post-tests, and they had opportunities for interviews and selfreports after the two sessions. During the pre- and post-test, students pronounced words from a screen, distinguishing specifically between /r/ versus /l/ and /b/ versus /v/. In the interviews and self-reports, they described the factors in the videoconferencing lesson that were most helpful for their English learning. This study examined the appropriateness of videoconferencing tools and found that students’ self-assessment, more teacher feedback, and the flexibility of the technology were most helpful for improving Korean students’ English pronunciation.

Abstract
 1. INTRODUCTION
 2. THEORETICAL BACKGROUND
 3. RESEARCH DESIGN
 4. RESULTS
 5. CONCLUSIONS
 REFERENCES

• Joohee Son(Teachers College, Columbia University, USA)