Error Correction and Feedback in TEFL: A Practical Guide for New Teachers
- Foreign Teacher
- Aug 16
- 4 min read
Error correction is one of the most nuanced aspects of Teaching English as a Foreign Language (TEFL). It requires balancing accuracy and fluency while sustaining learner motivation and confidence. Whether you're a new TEFL teacher or refining your classroom approach, mastering error correction and feedback techniques will help you build an effective, responsive learning environment.
This article explores the types of errors students make, how and when to correct them, and which feedback strategies work best in different teaching contexts. It's part of our 16-part TEFL Course Guide for aspiring and current English teachers abroad.
Understanding the Types of Errors in Language Learning
Language learners make a range of errors, and understanding their nature helps you decide when and how to intervene. These include:
Slips (Mistakes): Temporary lapses that learners can often self-correct.
Errors: Persistent inaccuracies that signal a gap in knowledge.
Fossilised Errors: Long-standing mistakes that have become ingrained in the learner's speech.
Interlanguage Errors: Mistakes influenced by a learner's first language (L1).
A vital skill in TEFL is distinguishing between errors that need correction and those that do not, especially during communicative tasks. For more on interlanguage development, see this linguistic overview from the University of Cambridge.
Timing Matters: When Should You Correct?
The decision about when to correct a student’s error should be guided by your lesson's objectives. There are several approaches:
Immediate Correction: Best for pronunciation, grammar drills, and controlled practice where accuracy is key.
Delayed Correction: Ideal for fluency tasks such as discussions or storytelling, allowing learners to express themselves without interruption.
Self-Correction: Encourages autonomy and deeper learning when learners spot and fix their own mistakes.
Peer Correction: Helps build collaborative classroom culture when guided properly.
To explore learner-centred correction strategies, The British Council offers practical teaching resources and articles.
Techniques for Error Correction in the TEFL Classroom
1. Explicit Correction
The teacher directly identifies the mistake and provides the correct form.
Example:
Student: "She go to the library."Teacher: "No, we say 'She goes to the library.'"
✔ Best for: Beginners who benefit from clear structure.
✖ Caution: Can interrupt communication and fluency.
2. Recasting
The teacher subtly reformulates the error within a natural response.
Example:
Student: "He eat breakfast at 7."Teacher: "Ah, he eats breakfast at 7."
✔ Best for: Encouraging natural dialogue.
✖ Caution: Students may not notice the correction.
3. Elicitation
The teacher prompts the learner to self-correct.
Example:
Teacher: "He go to the park every day?"Student: "Oh, goes!"
✔ Best for: Encouraging independent thinking and learner engagement.
4. Metalinguistic Feedback
The teacher provides a comment or question that draws attention to the grammar point.
Example:
Teacher: "What’s wrong with the verb in that sentence?"
✔ Best for: Intermediate learners ready to reflect on form.
If you’re new to TEFL and want to dive deeper into these techniques, check out the International Association of Teachers of English as a Foreign Language (IATEFL) for further insights.
Scenario-Based Reflection: When and How to Correct
You are teaching an intermediate-level class, and during a speaking activity, a student says:
“Yesterday, I go to the park.”
Task
Should you correct this error immediately? Why or why not?
What correction technique would be most effective?
👉 Scroll down to Suggested Answers for guidance on correction timing and method.
Planning an Error Correction Activity
Task
Design a 10-minute activity for a B1-level class focused on correcting errors related to past simple vs. present perfect.
👉 See Suggested Answers for an effective peer-focused correction plan.
Case Study Task: Classroom Error Correction in Practice
Alex is a new TEFL teacher in China. He notices his students are shy and hesitant to speak English. Some never participate.
Task
What challenges might Alex be facing?
Suggest two techniques to increase student engagement.
👉 Jump to Suggested Answers for practical classroom strategies.
Suggested Answers
Scenario-Based Reflection: When and How to Correct
1. Should you correct immediately?
Depends on the lesson focus.
If it’s a fluency activity, delay correction to maintain flow.
If it’s focused on accuracy (e.g., grammar drilling), correct immediately.
2. Correction technique:
Elicitation: Prompt the learner by repeating the sentence with emphasis — “Yesterday, you...?”
Recasting: Naturally rephrase with the correct form — “Ah, you went to the park?”
Planning an Error Correction Activity
Objective: Help learners differentiate and self-correct between past simple and present perfect.
Procedure:
Error Hunt: Students work in pairs to identify and correct five incorrect sentences.
Peer Review: Pairs compare with another team to check and discuss answers.
Class Feedback: Teacher leads discussion to explain key grammar points and clarify confusion.
Case Study Task: Classroom Error Correction in Practice
Challenges:
Over-correction can hinder student confidence and fluency.
Learners may rely too heavily on the teacher instead of developing self-monitoring.
Solutions:
Use delayed correction during fluency tasks, reviewing common errors afterward.
Encourage self-correction and peer correction to foster autonomy.
Apply concept-checking questions (CCQs) to ensure students understand corrections.
Resources
University of Cambridge – What is Interlanguage? An academic blog post from Cambridge ELT explaining the concept of interlanguage, helping teachers understand how first-language interference influences learner errors.
The British Council – TeachingEnglish A reputable resource offering lesson plans, professional development materials, and teaching strategies for ESL and EFL educators.
International Association of Teachers of English as a Foreign Language (IATEFL) A global organisation supporting English language teaching professionals with conferences, publications, and networking opportunities.
Council of Europe – CEFR Guidelines Official documentation on the Common European Framework of Reference for Languages, useful for understanding learner levels and planning level-appropriate lessons.
Asia Society – Education Hub Offers cultural and educational insights, especially helpful for teachers working in Asian contexts and adapting their classroom approach accordingly.
Edutopia A high-quality educational resource offering articles and research-based practices in teaching and learning, including language acquisition and classroom management.
National Centre for Excellence in the Teaching of English (NATE) UK-based resource focused on English teaching excellence, providing articles, resources, and professional development opportunities.
Final Reflection
Think about your own experience learning another language. Were there moments when corrections helped or discouraged you? How can you bring that awareness into your teaching? Error correction should empower learners, not embarrass them. Being flexible with your approach—and sensitive to learners' confidence levels—makes a world of difference.
Key Takeaways
Different error types (slips, errors, fossilised, interlanguage) require tailored responses.
Correction timing should match the activity type (accuracy vs. fluency).
Techniques include explicit correction, recasting, elicitation, and metalinguistic feedback.
Error correction supports long-term learning if done constructively and consistently.
Building a culture of self- and peer-correction increases learner confidence and autonomy.
Comments