EFL Teacher Training – Error Correction

Summary

This video on error correction for EFL teachers explores when and how to correct students during speaking activities. It covers reasons not to correct, such as prioritizing fluency or respecting student preferences, and emphasizes the importance of considering the type of error (slips vs. systematic errors). The video introduces a card system to gauge students' correction preferences and discusses various correction techniques, ranging from direct correction to more subtle methods like self-correction. The video also highlights the need for balanced feedback, promoting student confidence while addressing errors, and suggests strategies for fostering an interactive, engaging learning environment.

Takeaways

• 😀 It's important to decide whether to correct students during speaking activities based on the purpose of the activity, such as fluency or specific language goals.
• 😀 Avoid interrupting students during fluency-focused activities, as it can hinder their ability to build confidence and communicate smoothly.
• 😀 Some errors are just 'slips' or minor mistakes that don't need correction, as they are often not significant to communication.
• 😀 Correcting systematic errors (like incorrect tense usage) is important, but non-systematic errors, especially those beyond the students' current knowledge, may not need immediate correction.
• 😀 Students' personality and comfort level matter—some students may not want corrections, and this should be respected to avoid damaging their confidence.
• 😀 If students express a desire to be corrected, teachers should honor that and offer more direct correction.
• 😀 A simple color-coded card system can help teachers gauge students' preferences for correction: green (no interruption), red (correct me every time), and orange (correct only significant errors).
• 😀 Teachers should focus on a small group of students during speaking activities to ensure they provide meaningful, focused feedback rather than trying to correct everyone.
• 😀 Direct correction (immediate correction) is useful but may not always result in long-term retention, so it's better to encourage students to write the correct form down for later practice.
• 😀 Indirect correction (like signaling errors or providing prompts for self-correction) allows students to process and fix their mistakes, which can lead to better retention and learning.
• 😀 It's important to balance correction with praise for good language use. Positive reinforcement encourages students to continue taking risks in speaking and learning.

Q & A

Why is it important to consider the purpose of an activity before correcting students during speaking activities?

The purpose of the activity determines whether correction is necessary. For fluency-focused activities, constant correction can disrupt students' flow and confidence. The aim is to let them practice communication, not to focus on grammar errors.

What are 'slips' and why shouldn't they be corrected immediately?

'Slips' are small, unintentional mistakes, often made due to nervousness or momentary distractions. They don’t reflect a lack of understanding, so immediate correction is unnecessary. Allowing these slips to pass can help students build confidence in speaking.

What is the difference between systematic errors and non-systematic errors?

Systematic errors are mistakes caused by language structures the student hasn’t learned yet (e.g., saying 'goed' instead of 'went'). Non-systematic errors are occasional mistakes that occur in familiar structures and should be corrected because they can affect clarity.

Why might constant correction hinder a student's confidence?

If students are repeatedly corrected, especially in speaking activities, it can make them feel self-conscious or hesitant to speak. Some students may become discouraged, particularly if they find speaking in a second language challenging.

How can teachers know whether to correct a student or not during speaking activities?

Teachers can ask students about their preferences, but a simpler approach is to use a color-coded card system. Students can display green (no correction), red (correct all mistakes), or orange (correct only key errors) cards to indicate their preference.

What are the benefits of using a color-coded card system for error correction?

The color-coded card system helps teachers quickly gauge which students want correction and how much they desire it. It removes ambiguity and allows students to actively participate in deciding how their errors are handled during speaking activities.

What are the advantages and disadvantages of direct correction?

Direct correction, where the teacher immediately corrects a student's mistake, is fast and clear but can be too abrupt. It might not give students enough time to process the correction or remember it in the future.

What does indirect correction involve, and how does it support student learning?

Indirect correction involves signaling a mistake without directly correcting it. This method encourages students to recognize and correct their own errors, promoting deeper cognitive processing and helping them internalize the correction.

Why is it important to focus on both errors and successful language use during speaking activities?

Balancing the correction of mistakes with praise for correct usage motivates students. Recognizing their strengths helps build confidence, while correcting errors ensures they improve in their language proficiency.

What does the speaker suggest to increase student involvement in error correction?

The speaker suggests using a system where students are actively involved, such as allowing them to try self-correction or providing group discussions for peer feedback. This increases engagement and makes the process of correction a more collaborative learning experience.