1. ERROR CORRECTION

3. How to respond calm calm consistent consistent brief brief and respectful and respectful

4. Procedure Draw attention Draw attention Focus on the error Focus on the error Lead to self reflect Lead to self reflect

5. WHAT TO BE CORRECTED Oral Work Oral Work Written Works Written Works

6. Techniques for ORAL WORK CORRECTION Correction Strategy Description AdvantagesDisadvnta Using terminology Teacher says something like, ‘grammar’, ‘tense’, ‘past or present?’ Finger correction Teacher uses fingers to indicate the position of the error. Partial repetition Teacher repeats sentence until the point of the error. Teacher asks a question ‘Last week?’ Reformulation ‘Ah…you saw a great film?’ Delayed correction Teacher waits until the speaking activity has finished, then corrects. Body language Teacher uses facial expression or gesture to indicate that there is an error. I see a great film Last night

7. Written Works WHAT SHOULD FEEDBACK BE MAINLY ON: LANGUAGE? CONTENT? ORGANIZATION? The main aim is to correct language mistakes – the problem is how to do so without conveying that this is the only basis for evaluation for a piece of writing. One possibility is to note corrections within the body of the text, devote comments at the end to matters of content and organization followed by evaluation. Alternatively, evaluation can also be done on the rewritten version

8. Written Works SHOULD ALL MISTAKES BE CORRECTED? It is a difficult question because it involves two important issues regarding our role as a teacher – language instruction vs. support and encouragement of learning. In principle, language mistakes should be ignored if there is dangers that to correct them would hinder learning more than help it. We might correct only mistakes that actually affect meaning, and/or those that are very basic, or vary our response according to individual needs.

9. Written works correction SHOULD WE LET STUDENTS CORRECT OR GIVE FEEDBACK ON EACH OTHER’S WRITTEN WORK? Correcting written work is very time consuming, especially if we have large class. One solution is for students to correct and edit each other’s writing but the problem is: will students feel comfortable correcting or being corrected by their peers? Will the accept criticism from each other? In this case, peer correction can be seen as a substitute for first draft reading. Students can work together on their first drafts, giving each other feedback on content, language and organization before handing the final version to the teacher. It follows that general classroom climate is very important to do this technique.