DEMOCRATIC AND POPULAR REPUBIC OF ALGERIA

MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

ECOLE NORMALE SUPERIEURE DE BOUZAREAH
The Department of English.

Error correction in EFL teaching

contexts

Submitted by:

 EL MESTARI Bilal
 BOUJATAT Bouchra
 KRIMAT Bouchra
 GHEBRIOUT Naila
 ABERKANE Nour el houda
 IFRI Rroimiassa
(GROUP 06 PEM)
Superviseur :
 Ms K .MEDFOUNI

Submitted to the Department of English

University year: 2019-2020
 Index :
1. Introduction……………………………….......................... 3
-The aim of the study ………………………………………3
2. Corrective feedback………………………………………. 4
3. The process of corrective feedback (steps) ……………… 5
4. Corrective feedback strategies…………………………… 7
5. Should teachers resort to using the L1 when correcting
learners’ errors? When they should use it then ?................ 8
6. What type of behavior should teachers avoid in order to
preserve learners motivation to learn?................................ 10
7. types of corrected feedback does research in error correction
in language teaching recommend……………………....... 12
8. Which strategy the teacher would use to correct the learner’s
error made at some particular level?................................... 13
9. Conclusion……………………………………………….. 15
10. References…………………………………………. 16

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Abstract :

Erros correction and its importance in the foreign language classroom have received
considerable attention during the past decades.The present paper aims at highlighting the
way to make students aware of some facts about Error correction in EFL teaching
contexts ,it also tries to help teachers and educators to become familiar with the most
frequent errors commited by EFL learners and to understand the significance of Error
correction in the process of EFL learning such as: What is the process of corrective
feedback?,at what phases the teacher should correct the learner and how?.

Introduction:

As language teaching methods have changed and progressed over time, the role of
corrective feedback has also made remarkable progress , But giving feedback always
been controversial issue in second language learning and there are some complexities
about whether to use error correction and if speech error correction is necessary, when or
how to correct speech errors of students in language classroom. So, this topic has always
caused complex questions in the teachers’ minds about the teaching strategies and
methods that must be used correctly and deliberately in the teaching process, moreover,
Feedback is essential for children and there are way to encourage a student and correct
him however parents and schools us expect to correct our students or how else they are
right or wrong about what they say or do. And so this study is going to discuss how to
make our students aware of some basic facts about error correction in EFL teaching
contexts.

Keywords: corrective feedback, error correction, feedback , strategies , explicit

correction, implicit correction, teaching, EFL teaching, recast.

The aim of the study :

- The present paper aims is to make students aware of some basic facts about error
correction in EFL teaching contexts. It also tries to help EFL teachers and
educators to become familiar with the most frequent errors committed by EFL
learners and lead language practitioners to consider some very important issues
about understanding the significance of Error Correction in the process of second
language acquisition such as: what does the process of corrective feedback
involve , at what phases the teacher should correct the error and how the teacher
can correct the learner without de-motivating him/her, how much correction
should be made, what kind of corrective feedback is the most recommended in the
field of education .

This research paper aims to answer the following questions:

1. What does the process of corrective feedback involve? (steps).

2. What kind of error correction strategies should teachers employ in the language
classroom?.

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 3. Should teachers resort to using L1 (mother tongue) when correcting learners’
errors? If this should remain occasional, when should they use it then?.
4. Teachers ought to be careful when correcting learners’ errors, what type of
behavior should teachers avoid in order to preserve learners’ motivation to learn?.
5. What kind of corrective feedback does research in the field recommend?.
6. Which strategy the teacher should adopt to correct his/her learners’ error (e.g.,
grammatical) and why?.

Corrective feedback:

Correcting students’ error in the EFL classroom has long been an issue of concern of
EFL and ESL teachers because error treatment is an inherent part of the teacher’s
profession, therefore, central to teaching, the feedback maybe as simple as giving praise,
returning assignments the next day, immediately correcting student misconceptions.

Feedback in our mother tongue is a natural process to which we normally do not give
much thought. in a foreign language classroom on the other hand, feedback is given to
correct what is being said to make it grammatically correct . the way teachers give their
students corrective feedback is very important because feedback, whether it is positive or
negative, is meant to encourage the students and also to help them develop their
proficiency in foreign language. Long (1996) offers a more comprehensive view of
feedback in general. He suggests that environmental input can be thought of in terms of
two categories that are provided to the learners about the target language (TL): positive
evidence and negative evidence. Long defines positive evidence as providing the learners
with models of what is grammatical and acceptable in the TL; and negative evidence as
providing the learners with direct or indirect information about what is unacceptable.

Corrective feedback is a form of performance feedback used to improve student

achievement. Teachers provide feedback to students to reinforce expectations and to
correct student errors during lessons. It is also known as ‘negative feedback ‘or
‘negative evidence ‘. It provides the learner with information about what is unacceptable
in the target language. For Sheen and Ellis (2011), as quoted by Pawlak (2014,p,6):
“corrective feedback is the feedback that learners receives on linguistic errors they make
in their oral or written production in a second language.” Whereas Lightbrown and spada
(1999) defined it as: any indication to the learners that their use of the target language is
incorrect. This includes various responses that the learner receives. When a language
learner says: ‘He go to school every day’, corrective feedback can be explicit, for
example: ’No, you should say goes, not go’ or implicit’ yes, he goes to school every day’
and may or may not include metalinguistic information, for example, ‘Don’t forget to
make the verb agree with the subject’. (p171_172).

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 So according to Lightbown and Spada (1994), there are two ways to conduct the
corrective feedback: (1) explicit corrective feedback that is language teacher interrupts
student’s utterance by giving metalinguistic explanation meaning that it’s clearly and
openly expressed (clearly comments on the error or mistake ) , and (2) implicit
corrective feedback that is language teacher interrupts student’s utterance by giving some
language input with no metalinguistic explanation meaning it’s neither direct nor open.
It is done in form of recast or by asking for clarification through questions or prompting.
These kinds of feedback might be found during the English classroom
communicative activities.

There are many ways in which corrective feedback can be given . Lightbrown and
Spada(2006) present six types of feedback that have been identified in different studies:
explicit feedback, recasts, clarifications requests, metalinguistic feedback, elicitations
and repetitions (126).

Feedback is not equally effective, and it can even be counterproductive, especially if it’s
presented in a solely negative or corrective way, So what exactly are the most effective
ways to use feedback in educational settings?

Although there is no quick or easy answer to this question, here are some research-based
steps for providing students with the kind of feedback that will increase motivation, build
on existing knowledge, and help them reflect on what they’ve learned.

1) The process of corrective feedback (steps) :

1. BE AS SPECIFIC AS POSSIBLE.

In a review of the available research titled “The Power of Feedback,” University of

Auckland professors Helen Timperley and John Hattie highlight the importance of
supplying learners with specific information about what they are doing right or wrong.
For example, feedback like “Great job!” doesn’t tell the learner what he did right, and
likewise, a statement such as “Not quite there yet” doesn’t give her any insight into what
she did wrong and how she can do better the next time around. Instead, researchers
suggest taking the time to provide learners with information on what exactly they did
well, and what may still need improvement. They also note that it can be helpful to tell
the learner what he is doing differently than before.

Has a student’s performance changed or improved since the last time you assessed her?
Let her know about it, even if she still has a long way to go.

2. THE SOONER THE BETTER

Numerous studies indicate that feedback is most effective when it is given immediately,
rather than a few days, weeks, or months down the line, keep in mind that the most
effective time to provide feedback is immediately after students has practiced the skill so
that the experience will be fresh in their minds. Likewise, by the time students practice
the skill again they may have forgotten the feedback, so it should be reviewed just prior

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to the next practice attempt. and of course, it’s not always possible to provide students
with feedback right on the spot, but sooner is definitely better than later.

3. USE THE “FEEDBACK SANDWICH” TO KEEP FEEDBACK POSITIVE

When providing feedback to students, it’s easy to stay positive when you follow the
“feedback sandwich” rule, which states that whenever you offer a corrective comment,
sandwich it between two positive comments.

Example: “You’re showing good improvement with [strength]. Now let’s try [describe
desired skill]. All in all, you are doing well with [strength].”

4. PROVIDE FORMATIVE FEEDBACK TO PROMOTE STUDENT

GROWTH

At its simplest, the goal of formative feedback is to help students progress from where
they are to where they should be. To do this more effectively, follow these two basic
steps every time you give feedback:

1. Talk to your students about their current state of performance.

2. Give them detailed and specific direction on how they can improve.

5. PRESENT FEEDBACK CAREFULLY

The way feedback is presented can have an impact on how it is received, which means
that sometimes even the most well-meaning feedback can come across the wrong way
and reduce a learner’s motivation.

Psychologist and author Edward Deci has identified three situations in which feedback
could be counterproductive:

When learners feel too strictly monitored: If learners feel that they are being too closely
monitored, they might become nervous or self-conscious, and as a result, disengaged
from learning. Or the Learners may sometimes interpret feedback as an attempt to control
them or tell them how they should be doing something rather than guidance on how to
improve . Or sometimes Feedback shared in a group setting could cause learners to feel
like they have to compete with their peers. This can be another source of disengagement
in learning.

To avoid these situations, Deci suggests fully explaining the purpose of any monitoring,
and ensuring that learners understand how the feedback is meant to help them compete
against their own personal bests rather than each other.

6. INVOLVE LEARNERS IN THE PROCESS

The importance of involving learners in the process of collecting and analyzing

performance-based data cannot be understated. Pennebaker says, “Students must be given
access to information about their performance.... At the broadest level, students need to
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know if they actually have mastered the material or not. Giving them information about
the ways they are studying, reading, searching for information, or answering questions
can be invaluable.”

When students have access to this information, they develop an awareness of their
learning, and are more easily able to recognize mistakes and eventually develop strategies
for tackling weak points themselves

2) Corrective feedback strategies:

Corrective feedback strategies give teachers clear pictures about their classroom.
Practices on how they correct their students ‘oral errors. On the other words, it enables
teachers to arrive at their own judgments as to what works and what does not work in
their classrooms.

Corrective feedback Definition Example

strategy
A. Recast The corrector incorporates L: I went there two times.
the content words of the T:You’ve been there twice
immediately preceding as a group?
incorrect utterance and
changes and corrects the
utterance in some way(eg:
phonological or lexical)
B. Repetition The corrector repeats the L: I will showed you.
learner utterance T: I will SHOWED you.
highlighting the error by L: I’ll show you.
means of emphatic stress.
C. Clarification request The corrector indicates that L: what do spend with your
he /she has not understood wife ?
what learner said. T: what ?
D. Explicit correction the corrector indicates an L: on may
error has been committed, T: Not on may, in may.
identifies the error and We say , “it will start in
provides the correction. may”.
E. Elicitation The corrector repeats part L: I’ll come if it will not
and uses rising intonation to rain.
signal the learner should T: I’ll come if it …….?
complete it .
F. Paralinguistic signal The corrector uses a gesture L: yesterday, I go cinema.
or facial expression to T: (gesture with right
indicate that the learner has forefinger over left
made an error. shoulder to indicate part )
It is clear that the use of error correction in the classroom can provide an optional and
effective environment for EFL learning. By applying these corrected strategies, students

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are provided with more opportunities to accomplish their tasks and then obtain a sense of
achievement effectively.

3) Should teachers resort to using the L1 when correcting learners’ errors? When
they should use it then ?

Despite Widespread use of only English in teaching EFL clams, the use of the first
language in EFL class has been a perennial topic of discussion in the field of language
education. - This article argues that the first language is one of the useful resources that
students bring to L2 classrooms and can be used in a judicious fashion. Teacher’s
attitudes the attitudes of teachers towards the use of l1 English language classroom are
reflected in their teaching practices. Their attitudes will be shaped by several factors,
including their own experiences as language learners, the institutional policies of the
institutions in which they are working, and their experience as teachers. the picture that
emerges from surveys into teacher’s attitudes is mixed taking a global figure of English
language teachers working in a wide variety of contexts, the majority believe that the L1
should be excluded from or limited in English lessons when, however, researchers
investigate teachers’ actual use of L1 in the classroom they find that many teachers make
much greater use of L1 in their classroom than their attitudes would seem to indicate.
There is often a conflict between the professed desires of teachers about L1 use and their
classroom realities ( Copland & Neokleous,2011) . Researchers have found that teachers
talk about resorting to rather than using the L1 and the choice of language reflects this
light it is unsurprising that a substantial number of teachers of guilt when they feel they
need to use the L1. this is clearly a cause for concern: a sense of guilt is unlikely to be
helpful to teachers who are striving to understand the issues and to develop professionally
Rather than seeing L1 as a crutch to lean on in times of need teachers will benefit from a
full understanding of the role of L1 in language learning, so that they may exploit its
potential more fully. Teacher’s actual use of L1 in the classroom there is a wide variation
in the amount of L1 use by English language teachers. There are classes where it is used
for as much as 90% of the time, and others where classrooms without a shared classroom
language or when the teacher cannot speak the L1 of the students. These contexts are not
uncommon in private language schools, especially in English-speaking countries, but are
otherwise rare. More commonly, it would appear that the L1 is typically used somewhere
between 20% and 40% of the time when there is a shared L1 of classroom language. For
most teachers are most contexts, some degree of L1 use is a feature of their everyday
classroom practice. On the whole, teachers make much greater use of the L1 with classes
of students at lower levels. This can help to aid motivation and alleviate frustration, and
the practice is supported by researchers such as swain napkin L1 is also more frequently
used in larger classes where teachers feel that it is more effective in developing a good
classroom atmosphere and maintaining discipline, that it is smaller classes. Since larger
classes are more common in state-run institutions that in private schools, it is
unsurprising to find that there is greater L1 use include: - The stage of course (it may take
some time some students to get used to lessons where L1 is not widely used).

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 -The length of lesson (lessons of over an hour in length that are conducted exclusively in
English may become very tiring ); and - The previous learning experiences of the
students. Several studies have investigated the different ways in which teachers use L1 .
These can be broadly divided into two categories: core function’ and ‘ social function
CORE FUNCTIONS, SOCIAL FUNCTIONS CONCERNED WITH THE TEACHING
OF LANGUAGE CONCERNED WITH THE MANAGEMENT OF THE
CLASSROOM. Explaining grammar and vocabulary.

-Checking to understand grammar, vocabulary, and texts.

-Managing personal relationships ( e.g. building rapport maintaining discipline) .

- Giving instructions.

-Dealing with administrative matters Arguments and counter-arguments for the exclusion
of L1 from the classroom: Educational institutions may have several reasons for a strict
English-only policy.

The most common is usually a desire to differentiate the teaching approach in the
institution from that which students ( or their sponsors) expect being taught exclusively
through English, it would be counterproductive to disappoint them, especially in short
courses. There is also a practical issue that is resolved in strict English-only approaches.
Most people would agree that the use of L1 should be limited: the more encounters with
English the better. On the other hand, if L1 is allowed, how much should be allowed?
There is reasonable anxiety that if a little L1 is allowed, a lot will creep in . It often seems
more practical to ban it altogether.

-Time spent using the L1 is time that would be better spent using English :

As regards the third argument, it is clear that as much time as possible should be spent
using English , but it does not follow that classroom exchanges should be in English .
indeed , some classroom activities will be more productive when students are allowed to
switch between English and their L1 .These include , especially at lower levels and with
younger learners, the development of self- motivation , metacognitive awareness- raising
, self- assessment tasks .

Training in learning strategies .As noted above ( see teacher’s actual use of L1 in the
classroom ‘) teachers often use the L1 for reasons of economy and small amounts of it
may make more time available for English. Specific examples will be found in the
section, practical classroom implication , in the context of classroom communicative
speaking activities , further discussion and examples can be found in the Cambridge
paper in ELT , How much time should we give to speaking practice ? (Kerr,2017)

-Translate is note a valuable skill to practice:

The arguments that translation is not a useful skill rely on a very narrow definition of the
term. It would be hard to argue that the translation of short literary extracts into and out

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of English , which was a feature of Grammar- translation approaches , has any great
value as a life-skill , however intellectually challenging it may be however, if translation
is viewed more broadly as medication ( see reference to the new CEFR description in the
Introduction of this paper ) between speakers of two language , its value is undeniable
anyone who has worked or studied in a community , or lived in a county where the
language is not their own , will know that translation is part of their everyday bilingual
practice Translation , as Coock 2010 has observe dis a major part of communicative
bilingual competence . In addition to its importance in a globalized and multilingual
world , it has rich educational potential as learning, diagnostic and testing tool. Concrete
examples follow in the remaining parts of this paper .We should be not forget either , that
lay people fin did enjoyable and stimulating.

The pedagogical and linguistic arguments that are advanced for excluding the L1 from
English language classes may be said to be, at best not proved . there is now a very clear
consensus, among applied linguists, that some use of L1 can support the learning of
English .This does not, however mean that an English- only policy is inappropriate in all
contexts for all students all of the time Whilst the main message from research is carried
out in contexts which particular teachers are working .Practical and tactical
considerations will need to be weighed up against research findings.

Reasons of the teachers to use the L1

items
1. To explain how new or difficult grammar structures
2. Depending on the learners’ language levels
3. To teach complicated or abstract vocabulary
4. To make them relaxed and confident
5. To explain how to write something (in writing courses)
6. Depending on the needs of the learners
7. To save time
8. To establish a good learning atmosphere
Reasons of the teachers not to allow learners to use the L1

items
1. To have them practice EFL
2. To increase FL development
3. To prevent L1 use from being a bad habit
4. They are learning English so they have to use it
5. To master all skills
6. To prevent misbehavior in the classroom
4) What type of behavior should teachers avoid in order to preserve learners
motivation to learn?

When we talk about feedback, we are talking about how to correct student’s errors so
that they can learn in the future, without destroying their confidence and motivation. Of
course, you want to do this in a way that encourages them to continue trying, and
certainly not to hurt their feelings. No teacher can deny the fact that correcting the errors

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made by students when they speak or write is one of the most difficult tasks in language
acquisition.

A student that receives a great effective feedback during the lesson walks out of the
door feeling confident and motivated to keep improving , whereas a student that receives
poor feedback will feel the opposite, and might even end up dreading the next class. In
addition, some students can be more sensitive than others, students who really try to
make an effort will take correction to heart, whereas students who are not that ambitious
may rub off correction and not care so much how you deliver it. Before every class, it’s a
good idea to clarify your lesson plan and try to predict what your students might have the
most problems with, as a language teacher, you must set feedback goals at the beginning
of the lesson by targeting one area which will help your students to see their progress.

In the meantime, you can make a note of the other general errors, and go through them
at the end of the lesson. You should never underestimate how much of a difference the
smallest bit of praise can make because it is a majorly useful tool for every tutor, so it’s
important to use it correctly and avoid praising a mistake or error even if your students
may look like they need a confidence boost, that’s why you have to make sure that your
corrections are educational. Sometimes, you will stumble upon something that your
students just will not be able to get their head around, and need a little push in the right
direction. In this case, you can present a model (or example) of how to answer the
question at hand.

There is, however, a right way and a wrong way to highlight errors during the class for
example, saying ‘wrong answer , that’s not correct’, or ‘incorrect’ will only leave your
student feel discouraged, helpless and ashamed. You might try saying, "Oh! You made
good effort here, but I think if you try …, it will work better next time." This way will
make them know that you noticed the effort they made, and you are telling them that it
can be even better than it already is. As a teacher, you have to make your feedback
constructive and educative by avoiding embarrassment of a student in front of the class
so as to build that trust ; moreover, while correcting an error, you can explain why it was
an error and how to correct it making sure you grade your language to their level( avoid
using hugely technical terms or difficult words ) ,explain mistakes in a simple and clear
way, which the students will be able to understand and relate to, and you will notice their
progress at a much faster rate that’s because you have a unique opportunity to help them
realize that they can achieve whatever they want.

Besides, Asking your students to try and correct their own mistake before you help
them is a great practice because it helps them recognize their errors (some mistakes they
make without even thinking),develop their critical thinking skills, it involves them in the
learning process, and gives them some responsibility. In addition, finding the right timing
of your feedback will be a huge confidence boost to your students for making them feel
that they are making progress: students will know that when they are not being corrected,
they are getting everything right; it will be a great motivation. You can include some
professional tips by using visual cues to add a little variety to your correction techniques,

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and for some students, they’re actually more effective for example : you can use notes to
keep track of the errors you’ve corrected together, If an error is repeated for a second
time, simply point to that note, or assign colored counters to errors that arise time and
time again. Every time the student makes that error, give them a counter. It will help
them think more focused and careful while answering your questions.

In fact, the more thought that you put towards the feedback that you give, the higher
quality your lessons will be , so thinking about how you could improve your feedback is
very important not only to win your students ‘confidence but also keep them motivated
and greedy for learning.

5) types of corrected feedback does research in error correction in language

teaching recommend:

Speech error correction and giving feedback is a controversial issue in second language
learning, and there are some complexities about the recommended kind of error
correction and feedback in language teaching whether to use error correction or not, and
when and how to correct speech errors of students in language classroom, so this topic
has always caused complex questions in the teaching process.

Types of corrected feedback:

1. Explicit correction: Clearly indicating that the student's utterance was incorrect, the
teacher provides the correct form.

2. Recast: Without directly indicating that the student's utterance was incorrect, the
teacher implicitly reformulates the student's error, or provides the correction.

3. Clarification request: By using phrases like "Excuse me?" or "I don't understand," the
teacher indicates that the message has not been understood or that the student's utterance
contained some kind of mistake and that a repetition or a reformulation is required.

4. Metalinguistic clues: Without providing the correct form, the teacher poses questions
or provides comments or information related to the formation of the student's utterance,
(for example, "Do we say it like that?" "That's not how you say it in French," and "Is it
feminine?").

5. Elicitation. The teacher directly elicits the correct form from the student by asking
questions.

(e.g., "How do we say that in French?"), by pausing to allow the student to complete the
teacher's utterance (e.g., "It's a....") or by asking students to reformulate the utterance
(e.g., “Say that again.”). Elicitation questions differ from questions that are defined as
metalinguistic clues in that they require more than a yes/no response.

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 Norris and Ortega; Russell and Spada , have revealed about the effectiveness of
corrective feedback ,they meta-analyzed the empirical studies published between 1980
and 1998 on the effectiveness of L2 instructional treatments. In the analysis, in L2
instruction was identified as either focus on forms depending on whether the teaching of
linguistic forms was embedded in meaningful communication or was implemented in the
absence of context and as either explicit instruction or implicit ,depending on how much
learners attention was down to linguistic forms ..In general it was found that the average
effect size for focus on forms treatments was slightly larger than that for focus on forms
treatments and that explicit instruction had substantially larger effect sizes that implicit
instructions. So it’s shown that explicit correction is more effective than the implicit
correction .

6) Which strategy the teacher would use to correct the learner’s error made at
some particular level?

It’s all about giving the right corrective feedback positively. Positive reinforcement is
essential for children, teenagers, and adults to advance in any new endeavor. There are
ways to encourage a student and still correct their errors. There are ways to make a
student feel confident even though she / he may struggle with grammar or might lack
precise vocabulary when referring to a topic of interest. Sometimes it may feel a bit
awkward to correct our students, especially if they are excited about talking. After all,
who would want to discourage such enthusiasm? However, parents and schools expect us
to correct our students. How else will our students know if they say or write something
incorrectly? Error correction comes with the territory when teaching English.

Instead of always correcting students after they say something, wrong can model it first.
For example: Suppose I’m practicing the past tense and I know my student struggles to
remember irregular past tense verbs. I Try modeling it for him: “Jimmy, I rode my
bicycle in the park. Where did you ride your bicycle?” This way, he knows what the past
tense of “ride” is and doesn’t have to struggle. He can simply answer the question using
the same structure. Depending on which teaching platform you use, I can also write the
sentences on the table, so the students have a visual guide. Sometimes other students can
model the correct answers for the less fluent students. If one student is stronger in verb
conjugation, I have him answer my question first. The other students are likely to follow
his lead. Modeling helps students who may be otherwise reluctant to speak overcome
their shyness or fear of making a mistake.

I can simply recast the correct . Here is how I can recast the correct response: “my
student is describing her birthday party and says, “I received (pronounced “ree-see-vehd”
some presents.” I can repeat her sentence and pronounce the word correctly, “Ah you
received some presents! How great!” I didn’t say she said anything wrong. I didn’t even
make it obvious I were correcting her. I just acknowledged what she said as I would in an
everyday conversation

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 Immediately correct the student when he doesn’t use the correct sentence structure or
mispronounces the words or doesn’t conjugate a verb correctly, etc. For instance, my
student says “I have two loose tooth’s.” I can stop him and say “I say. You say. (Use TPR
and point to myself and then to the student.) I have two loose teeth.” Encourage the
student to repeat the corrected sentence. It can help to use humor when correcting the
students. They will want to say it correctly and won’t feel reprimanded for saying it
incorrectly in the first place. For example, I could say, “I have two loose teeth” while
making a funny face and using a silly voice. With really small children, they will all
eagerly repeat the sentence and laugh. They will be more likely to remember how to say
the sentence correctly because they will remember what made them laugh.

To sum up Self-correction considered to be the best form of correction. I my encourage

students to notice their own errors and to make attempts to correct themselves.

Only by pointing out a mistake has been made and students fix the mistake by
themselves. Most effective strategy! This can be used in all stages of a lesson.

I can use different methods to point out the mistake including;

 Gestures
 Facial expressions
 Asking a question
 Echoing the student’s answer somehow highlighting the mistake
 Point out the type of mistake they made
 Using prompt words to lead them to the mistake
 Simply asking them to say that again correctly

I provide the correction (and a brief explanation if needed) and have students repeat
the correction right away and carry on. And I Be sure to make it fast! Get in, correct,
student repeats, and I get out.

I avoid using negative language to stop the student’s speaking. I Don’t say things like,
that was wrong, incorrect, or no not like that like this. Instead try saying, I say it like
this… / that was almost perfect please try… / one small change…

Trying to prompt for self-correction could be done first and use hot correction quickly if
the

Student can’t self-correct right away.

Appoint a student teacher for a brief time period (let everyone try also) and tell the rest
of the class to purposely make errors for the student teacher to catch and correct. at
different times in a lesson there is a need for a unique style of correction that matches
both the stage of the lesson (beginning-practice / ending-production) and the type of
activity I’m doing. I would always Try something new, giving my student’s more

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responsibility in the classroom and watch how much of a positive impact using all these
different strategies can have!

The philosophy that learning is a process, and nothing to do with being a natural genius,
should be the backbone of all of the feedback that you give.

CONCLUSION:

CF is clearly a topic of importance in teacher education programs, not least because of

the growing evidence that it can play an important role in enhancing both oral and written
linguistic accuracy.CF is a complex phenomenon . The key issue facing teacher educators
is how to handle this complex issue , such issues as whether to correct, what to correct,
how to correct, and when to correct. Furthermore, The present study tried to make
students aware of some basic facts about error correction in EFL teaching contexts .

And so this paper has attempted to provide a partial answer to this question. Firstly,
teachers and the learners will benefit from a deeper understanding of the key issues that
underpin decisions about feedback. Secondly, they will benefit from having a wider
variety of practical feedback strategies to select from Ellis (2009, p. 107) recommends
that teachers systematically experiment with different feedback options,
constantly evaluating their effectiveness and relevance with particular learners. Thirdly
answering the questions of which strategy the teacher would use to correct the learner’s
error made at some particular level and should the teacher use l1 in correcting the
learners’ errors. At the very least, corrective feedback whether it is positive or negative,
is important because it’s meant to encourage the students and also to help them develop
their proficiency in the foreign language.

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