Error Correction and Feedback
Error correction is a crucial aspect of language teaching, balancing the need for accuracy and fluency while maintaining student motivation. This module explores the different types of errors, when and how to correct them, and the various feedback techniques available to teachers.
You’ll examine explicit and implicit correction, self- and peer-correction, and the role of error correction in different methodologies. By the end, you’ll be able to apply appropriate strategies for different learners, tasks, and classroom contexts.
Key Learning Objectives
By the end of this module, you will be able to:
✔ Differentiate between mistakes and errors and recognize when correction is necessary.
✔ Identify the different types of errors in student speech and writing.
✔ Select appropriate correction strategies based on the learner’s level, task, and classroom dynamic.
✔ Deliver constructive feedback that encourages progress without discouraging students.
✔ Understand the role of error correction in various teaching methodologies.
Core Elements
1. Types of Errors
Errors can be classified based on their cause and frequency:
• Slips (mistakes) – Temporary lapses that students can correct themselves.
• Errors – Repeated mistakes indicating gaps in knowledge.
• Fossilized Errors – Persistent errors that become part of a learner’s language use.
• Interlanguage Errors – Errors caused by the learner’s native language influence.
✔ Effective correction depends on identifying whether intervention is necessary.
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2. Approaches to Error Correction
A. Timing: When to Correct?
• Immediate Correction – Best for accuracy-focused tasks (e.g., pronunciation drills).
• Delayed Correction – Best for fluency-based tasks (e.g., speaking activities).
• Self-Correction – Encourages autonomy when students notice their mistakes.
• Peer Correction – Builds collaborative learning if structured properly.
B. Methods of Correction
1. Explicit Correction – The teacher directly provides the correct form.
• Example:
Student: “He go to school every day.”
Teacher: “No, we say He goes to school every day.”
• ✔ Effective for beginners.
• ✖ Can disrupt fluency if overused.
2. Recasting – The teacher reformulates the student’s mistake naturally.
• Example:
Student: “He go to school.”
Teacher: “Yes, he goes to school every day.”
• ✔ Good for subtle correction without disrupting speech.
• ✖ Less effective if students don’t notice the correction.
3. Elicitation – The teacher prompts the student to self-correct.
• Example:
Teacher: “He go to school every day?”
Student: “Oh, goes!”
• ✔ Encourages active thinking.
4. Metalinguistic Feedback – The teacher provides clues about the error.
• Example:
Teacher: “What’s wrong with the verb in that sentence?”
Scenario-Based Reflection Task
You are teaching an intermediate-level class, and during a speaking activity, a student says:
“Yesterday, I go to the park.”
Task:
1. Should you correct this error immediately? Why or why not?
2. What correction technique would be most effective?
Scenario-Based Reflection Answers
1. Correction timing depends on the activity.
• If it’s a fluency-based discussion, delay correction.
• If focusing on past tense accuracy, correct immediately.
2. Best correction method:
• Elicitation: “Yesterday, you…?”
• Recasting: “Oh, you went to the park?”
Lesson Planning Task
Design a 10-minute error correction activity for a B1-level class practicing past simple vs. present perfect.
Lesson Planning Model Answer
Objective: Help students recognize and correct errors in past simple vs. present perfect.
Activity:
1. Students work in pairs to find errors in 5 example sentences.
2. Peer correction: They compare answers with another pair.
3. Class discussion: The teacher clarifies mistakes and explains the grammar rule.
Case Study Task
Alex is a new TEFL teacher in China. He notices his students are shy and hesitant to speak English. Some never participate.
Task:
1. What challenges might Alex be facing?
2. Suggest two techniques to increase student engagement.
Case Study Analysis
Challenges:
• Over-correction can interrupt fluency and make students dependent on the teacher.
• Students may not process corrections deeply.
Solutions:
• Use delayed correction for fluency tasks.
• Encourage self- and peer-correction for engagement.
• Apply concept-checking questions to ensure understanding.
Self-Evaluation Test
1. What does TEFL stand for?
• (A) Teaching English to Fluent Learners
• (B) Teaching English as a Foreign Language
• (C) Teaching English with Fun and Learning
2. Which environment best suits large classes of teenagers?
• (A) Private Tutoring
• (B) Public Schools
• (C) Business English Classes
Self-Evaluation Test Answers
1. (B) Delayed correction
2. (B) Recasting
Final Reflection Task
Think about a language learning experience you’ve had. Reflect on:
1. What made it effective or ineffective?
2. How can you apply this insight as a TEFL teacher?
Key Takeaways
✔ TEFL is teaching English to non-native speakers abroad.
✔ TEFL teachers must adapt to different learner types and environments.
✔ Effective teaching requires clear communication, structured lessons, and student engagement.
✔ Lesson planning should incorporate practice activities to reinforce learning.
✔ Classroom challenges require flexibility and creative problem-solving.