This study investigates the effectiveness of self-correction in improving lexical stress placement among Korean English learners, a critical yet challenging feature for speakers of Korean, which lacks lexical stress contrasts. Grounded in Schmidt’s (1990) Noticing Hypothesis, the research compares the benefits of self-correction— where learners reflect on and correct their own pronunciation errors —with the shadowing technique. Forty-seven college students participated, with an experimental group practicing self-correction and a control group engaged in shadowing. Pre- and post-test analyses revealed that the self-correction group demonstrated significantly greater improvement, particularly with trisyllabic and tetrasyllabic words, while the shadowing group showed minimal change. These findings highlight self-correction’s role in promoting learner engagement, error awareness, and deeper cognitive processing, offering practical implications for pronunciation instruction that emphasizes learner autonomy and focused attention.

I. Introduction
II. Literature Review
III. Method
    1. Participants
    2. Stimuli
    3. Procedures
    4. Data Analysis
IV. Results
    1. Descriptive Statistics
    2. Inferential Analysis
V. Discussion
VI. Conclusion
References
APPENDIX 1
APPENDIX 2

• Yunhyun Lee(Kongju National University)