NOTTING HILL COLLEGE

Basma Mohamed Mohamed Okasha

Module 2, assignment 2,

Question 4. Discuss two to three error correction techniques and how

Since the errors are considered as outcomes of natural development, there is no need to see them as a negative
sign because they help the teachers to see what they still need to teach. So teachers should be aware of the
difference between errors and mistakes. As long as the errors or mistakes occur when teaching productive skills so
there are 2 types of errors (oral: when teaching speaking skills or written: when teaching writing skills), so teachers
should know how and when to correct these errors (immediately, ignore or delay)? And the different error-
correction techniques they can use, because they play the role of facilitator while correcting these errors, As they
facilitate and encourage both self and peer correction techniques while teaching speaking or writing in order to
help the students to be risk-takers, responsible for their own learning and to make the atmosphere more
supportive inside the classroom.in addition, teachers should be fully aware of the advantages and disadvantages of
using these techniques to use them effectively.

Teachers should know the difference between mistake and error. The mistake is a performance error like a slip of a
tongue which occurs when the learners know the correct form but they forget it as a result of being tired or not
concentrating. On the other hand, the error is a competence-based fault that occurs when the learners don’t know
the correct form. Teachers also should know when to correct according to the kind and the aim of the activity.
Therefore, if the aim of the activity is producing accurate language then we can use immediate correction ways
bearing in mind that correction should be done in a motivated and sensitive way. Unlikely, if the aim is developing
fluency then we can ignore the error or use delayed correction when teachers can monitor students and write
down notes or use a tape-recorder. From the above data, there are two types of errors which are oral errors such
as pronunciation, word stress, choice of word or verb, intonation, and word order, and the written errors such as
spelling, grammar, vocabulary, and punctuation.
To correct the oral errors teachers can encourage using self-correction and peer-correction techniques instead of
teacher-correction by drawing the student’s attention to the errors to recognize them and correct themselves or
correct each other. Here are some strategies the teachers can use for immediate oral correction: Ask a question
that needs to be clear and easy to answer. For example, S: I did it every day, T: do you mean I do it or did it). Also,
teachers can use gestures that are easy to use as they don’t take time as verbal correction does, and they are not
confusing. For example, the teacher point to the back with their hands to indicate the past. Moreover, Teachers
can repeat utterance up to the point of the error which helps to know where exactly the error but they need to use
gestures or intonation to make sure that the students understand that it’s a part of correction not a part of
communication. Another way is, teachers can use finger correction which helps the students to know where
exactly the error occurred and it's good for contractions, word order, omission, extra word, and wrong word.
However, it can be used only with short sentences as teachers use 5 fingers only and it takes time from teachers to
use it confidently. For example, S: He likes to eat pizza, the teacher can show the student her left hand and point to
the index finger with the other hand. Furthermore, teachers can use terminology. For example, S: I gived him the
bag, T: irregular verb. Teachers can only use the terminology for higher levels of students to be familiar with it.
Moreover, teachers can use the phonemic chart which is helpful for pronunciation errors where teachers can
explain how to produce the sound. Finally, teachers can also use facial expressions, visual reminders, hinting, and
repeat the sentence with a questioning intonation. On the other hand, when the aim of the activity is fluency
teachers can use delayed correction by writing down notes and giving them to the students to be discussed at the
end of the activity in order to allow the activity flow to continue, this way gives teachers the time to be prepared
rather than immediate correction. However; it may have a less impact on students.

On the other hand, to correct written errors, teachers can use self-correction or peer-correction techniques using
different strategies like: writing down the error notes then give them back to the student and encourage him to
find and correct his/her errors (self-correction), students also can work in pairs or group which make it easier to
see others errors and correct them together (peer-correction). In the same way, teachers can use underlining
errors which have advantages for teachers as it’s easy and saves time, and for students, it encourages them to
think about their mistakes and correct them by themselves or with their classmates, but it doesn’t help the
students to get any information about the kind of the error. Also, teachers can use correction code which is the
most suggested technique to encourage students to correct their mistakes, as teachers use symbols or
abbreviations for written errors. For example, T= tense, SP= spelling. And students are required to rewrite the
composition correctly, and the teacher should provide the students with a list of these symbols and abbreviations
at the beginning of the course to be familiar with them. Although, this technique has advantages as it saves
teacher's time and involves students in thinking about the writing process. Whereas it consumes student’s time,
they have to know the code and this is difficult for lower level learners. Finally, teachers can correct all the errors
which enable them to see how many errors have occurred and shows the students the correct version of their
mistakes. However, it consumes the teacher's time, students become passive receivers and discouraged instead of
being active participants as they don’t learn from their mistakes.

Finally, each one of the error correction techniques has advantages and disadvantages. Firstly, the self-correction
technique: the advantages of this technique are as following, it has a long-lasting effect on the student's memory,
"students remember it easier because they themselves actually did it" (Torres M, 2010, p. 136). It gives them the
opportunity to be responsible for their own learning and to be active participants which boosts their confidence
and makes them feel positive, And it provides the teacher with feedback about the students' skills abilities and
knowledge. Although this technique has disadvantages as the students may not be able to correct themselves
thus, they may feel embarrassed in front of their classmates and it may reinforce the error. in addition, they may
not be able to recognize the mistake’s type, also they may overcorrect themselves or become too self- conscious.
Secondly, Peer-correction technique: the advantages of this technique are as follows, it involves the students in
the learning process and enhances their cooperation and interaction, it fosters learners independence and
confidence, and reduces learners’ anxiety, it also increases student’s talking time and reduces teacher’s taking
time which enables the teachers to know if most of the class can recognize the error or they need further
attention. Although this technique has disadvantages as some students who offer correction may not be able to
correct their classmates or may not give a correct model. Also, shy students don't feel comfortable when using this
technique. Finally, peer-correction may be slower and less efficient.

In brief, students need to be corrected as a part of the learning process and to be encouraged to use language. the
good teacher is the flexible one who can choose the best error-correction technique according to the activity aim
(accuracy or fluency) and type (written or oral) , so when correcting oral errors and the aim is accuracy, the
teachers can use immediate self-correction or peer-correction techniques by using different strategies according
to the error type (i.e. gestures, finger correction, and reformulation, etc.), but if the aim is fluency, so the teacher
can use delayed correction. On the other hand, when correcting written errors, teachers can also use self-
correction or peer-correction by following some strategies such as underlining the errors or using correction codes.
Using these different error correction techniques is a good idea to involve the students and give them the chance
to correct their own mistakes, also it turns the classroom from teacher-centered to students-centered where the
students become confident participants. “Tell us, we forget, show us we remember, involve us we learn”. Teachers
should also be fully aware of the advantages and disadvantages of each technique to choose the suitable one for
the learning situation.
References

Asifa. “Peer Correction in ESL Classrooms.” BRACU Repository Home, BRAC University, 1 Jan.
1970, dspace.bracu.ac.bd/handle/10361/450.

Walz, Joel. Error Correction Techniques for the Foreign Language Classroom. Prentice Hall
Regents, 1982.

Zublin, and Rosana Beatriz. “Error Correction Techniques in the EFL Class.” REDI, Universidad
FASTA. Facultad De Ciencias De La Educación, 1 Jan. 1970,
redi.ufasta.edu.ar:8080/xmlui/handle/123456789/877.