One of the most difficult tasks we have to do as teachers is to correct our students. Too much correction can be demotivating and too little can make them think that we aren’t interested.
Then there is the vexed issue of what kind of corrective feedback we should give. Should it be the same kind of feedback every time? Is there a difference between different types of errors, which should lead to a different kind of response?
This section is not just about technology, it’s about giving you, the teachers, some ideas about how to handle errors in the classroom, how to give corrective feedback and when to leave the learners alone and not interrupt.
We’ve also included pronunciation here as this can be crucial to successful communication and is a really tricky topic to deal with.
Technology has a valuable role to play in dealing with errors and feedback and is particularly useful for encouraging self-correction and peer-correction, which are fundamental to encouraging greater learner autonomy.
As always we value your feedback on the topics covered and if you think we should add some new pages then we’ll be pleased to hear from you.
Sheen: Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004)
Panova & Lyster: Patterns of feedback and corrective uptake in an adult ESL classroom (2002)
We look forward to hearing from you.