Abstract
It is important to promote learners' noticing when improving their pronunciation, but it does no seem to be effective to have learners listen to their pronunciation and let them self-correct. In this research, first, learners read aloud a passage and record it. Next, they were asked to listen to the recording and to write anything they noticed on their pronunciation. Then, the learners listened to another recording that was recorded by the same L1 learner and received explanations on the pronunciation problems. Lastly, the learners read aloud the same passage again. After the entire process, the number of pronunciation mistake decreased. The results indicate the importance of the instructor's intervention to enhance learners' self-monitoring ability.
