1. Affecting Learners Positively

2. The teacher provides the correct form, clearly indicating that what the student had said is incorrect I go to the store yesterday Say ‘went’ instead of ‘go’ because it happened yesterday.

3. The teacher provides the correct answer to the error without actually saying ‘you have made an error’. I go to the store yesterday. You went to the store yesterday. Past tense

4. The teacher uses an expression such as ‘Pardon’ or ‘I’m sorry’ to elicit a reformation or correction of the learner’s original utterance. I go to the store yesterday. I’m sorry. You go to the store? Be careful to not to offend learners with tone of voice

5. The teacher provides a linguistic explanation of the error, allowing the learner to analyze and correct. I go to the store yesterday. If this was in the past, should you use the past tense verb form?

6. Teacher forms an utterance that allows the learners to ‘fill in the blank’ or answer a question. The teacher elicits the correct response but does not provide it. I go to the store yesterday. You…..? Don’t linger too long on this feedback form if learners can’t find the answer

7. Teacher repeats the error with stress so that the learner can identify and correct their utterance. I go to the store yesterday. You go to the store yesterday?

8.  Learners may appreciate knowing what form of feedback you will be using.  Be consistent with providing feedback unless you specify a change.  Keep in mind that some learners become embarrassed with certain forms of feedback.  Use an even tone of voice regardless of how many times you may have to repeat your feedback form.