Correction in the ESL EFL classroom is essential for success. It ensures that the target language gets learned correctly. It also lets the teacher fine tune mistakes, adjusting previously learned and completely unfamiliar material. Unfortunately, this important element too often gets limited consideration by teachers. For example, some quick questions we can ask include:

* What options are there for correction?
* Is one technique better than another?
* How does correction affect my students' ability to learn, retain, and use the language?

This article will answer these questions by examining four ways to correct. It will also look at pluses and minuses, and how each affects students.

Teacher-to-student correction is likely the most obvious of the four. Here the teacher directly corrects a student. Unfortunately, this proves the least desirable, especially if used often, because:

1. It creates a teacher-centered classroom. Students just wait to receive correction.
2. Correction from the teacher prevents students from noticing mistakes.
3. It negatively affects confidence.
4. It lowers retention of the target language.

In short, students never get used to taking responsibility for the language they produce. Outside the classroom, this can translate into hesitant speakers unsure of their abilities. They likely have weak language-recognition skills, too. They've never been asked to listen for and think about mistakes.

It would be oversimplifying to just state that this type of correction has no place in the classroom, though. It does, especially in the early stages of the lesson when students first practice the target language. They haven't become familiar with the new material, so can't yet judge what's right and what's wrong. They need direct feedback from you. Very low-level students also benefit from teacher-to-student correction. There's the guarantee that any correction given will be accurate, clearly explained, and supported by examples.

positives: guarantees that the explanation is clear and supported with examples; important in the early stages of a lesson with new grammar and vocabulary.

negatives: students don't take responsibility for their speaking; lowers confidence and retention of the target language if overly used.

Self-correction encourages students to notice and correct problem spots without the teacher. An important skill in the real world, it allows students to target individual weak points, as well as ones connected to their native language. (For example, Japanese learners often drop articles (a/an/the) and plural "s," as well as confuse gender pronouns (he/she). With self-correction, they increasingly notice and improve these trouble spots.)

Students may correct themselves in the middle of a conversation, such as, "I goed to... I mean, I went to the beach yesterday." A raised eyebrow on your part to signal a mistake is okay, too, as long as the speaker reviews and corrects what he just said. It goes without saying that this really builds confidence. However, if students correct themselves too much, it can hinder fluency. You can't always rely on students to catch their own mistakes. These may go ignored and uncorrected.

positives: encourages recognition of mistakes; builds confidence; aids retention.

negatives: students may not be able to recognize mistakes; overuse hinders the flow of conversation.

Group correction is another alternative, because an individual student doesn't always catch his own mistakes. The idea is that groups of students work together to help one another. Because large groups can prove intimidating, five students or fewer together end up as ideal. With role-plays, presentations, interviews, debates, or any other type of group activity, students note mistakes for a feedback session later. A group correction session follows in which your English learners play the role of the teacher. Always stress that feedback should be positive, and that everyone benefits by pointing out and correcting mistakes together!

Group correction also fosters teamwork, an important aspect in creating a positive learning environment where students can feel comfortable experimenting with the language. It also provides the opportunity for learners to notice language problems.

Two final points: stronger students will help weaker students in the group, yet everyone benefits. Chances are high that other people in the group made similar mistakes, including the more adept students--just no one noticed. Hence everyone gets reinforcement of the correct language. Student talking time also rises, because learners must point out and discuss the problems.

positives: fosters teamwork and support; stronger students help weaker students; increases student talk time, as everyone talks about the mistakes.

negatives: students may not catch mistakes.

Student-to-student correction isn't so dissimilar from group correction. It has many of the same advantages and disadvantages. The primary difference, though, comes with students working in pairs rather than larger groups.

You can use this type of correction in any conversational activity. As with all conversations, the primary objective is to exchange ideas and/or information. Assign a secondary objective of listening for, identifying, and correcting any mistakes. Students could also work in pairs with a worksheet, discussing and correcting sentences with mistakes that you have purposely made. Both encourage high student talk time, and fosters comprehension and teamwork.

On the negative side, students could miss problems with the language, or even correct something that doesn't need correction. In group correction, these problems are less likely, because everyone benefits from more than one person's knowledge of English. Student-to-student correction also has a tendency to eat up a lot of time.

positives: encourages high student talk time, comprehension, and teamwork.

negatives: students might not identify the mistakes, or might try to correct language that isn't wrong; can be time-consuming.

If any of the techniques for correction get overused, you limit their effectiveness. In a typical class, some combination of teacher-to-student, self-correction, and peer-to-peer correction provides the most benefit. It ensures that you have the chance to point out problems with the language. It also allows students to build confidence and responsibility through self-correction, plus language recognition skills while correcting a partner or a group member. When employed together, we produce proficient speakers of English.

by Chris Cotter
Heads Up English - http://www.headsupenglish.com

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