Error Correction vs. Feedback - Group 5 - Written Report

ERROR CORRECTION VS FEEDBACK
WHAT IS ERROR CORRECTION?

Error correction is a method to provide learners with feedback on how they use the
language. When correcting a learner, the teacher must consider many factors, including whether
the student committed an error or mistake, when and how much correction should be given, and
how to do so without discouraging the learner's motivation.
MISTAKES VS. ERRORS

Mistakes are inaccuracies in linguistic production, either in our native language (L1) or in
the foreign language (L2), caused by memory lapses, physical states, and conditions such as
fatigue, inattention, or strong emotion. The two main categories of mistakes, according to Julian
Edge, are "slips" (mistakes that students can correct themselves and, therefore, need
explanation) and "attempts" (i.e., when a student attempts to say something but is unsure of
how to say it correctly). On the other hand, Hubbard et al., as cited in Santi Novianti (2013),
stated that error is caused by a student's lack of knowledge about the target language (English)
or by an incorrect hypothesis, while momentary memory loss, mental disorientation, verbal slip
ups, and other things bring on mistakes.
SOURCES OF ERRORS
For all learners, an interlingual error is the most prevalent source of error. According to
Corder (1981), these mistakes happen when the learner's habits (patterns, systems, or rules)
totally or partially hinder them from picking up the patterns and rules of the second language.
According to Lado (1964), interference (negative transfer) is the mother tongue's (L1)
detrimental impact on the performance of the target language (L2). In addition, Interlingual
mistakes, as defined by Chelli (2013), are the outcome of language transfer brought on by the
learner's first language. The second component in learning a second language is an intralingual
error. Due to their limited proficiency in the target language and their difficulty utilizing it,
students may make mistakes when expressing it. According to Richard (1974), intralingual
interference refers to learner-produced items that do not represent the structure of the learner's
mother tongue but rather generalizations based on limited exposure to the target language.
ERROR CORRECTION TECHNIQUES

1. Self-correction
After the student recognizes what is incorrect in his/her response, s/he should be able to
correct him/herself. Self-correction is the best technique because the student will remember it
better. When correcting, the students themselves may be the best place to start. When students
realize they've made a mistake, they can frequently fix it themselves. Sometimes the error is just
a "slip," and they are conscious of the accurate version. Provide kids with the space and time to
make their own corrections. Students will frequently understand what you mean if you only raise
your eyebrows or make the error again; they will then go back and fix it on their own. Some
teachers come up with a variety of hand signals to represent the different types of errors.
There is a need to use any or some of the following showing incorrectness techniques to
help students recognize that there is something wrong.
● Repeating - The teacher asks the student to repeat what she/he has just said, by
using the word ‘again’ with questioning intonation to indicate that something is
wrong.
● Echoing - The teacher repeats what the student has just said using a
questioning intonation or repeats the sentence up to the error/mistake and ass
someone to continue. Gower and Walters (1983) warn us to be very careful not
to echo the errors in a mocking way because it might discourage the student.
● Questioning - The teacher can ask the whole class ‘Is that correct?’ The
advantage of this technique is that it focuses the attention of the whole class on
the problem, but it might cause the student who made the error or mistake to feel
more embarrassed.
● Denial - The teacher simply can say that the answer is not right and ask the
student to repeat it. It may be more discouraging than the earlier techniques.
● Expression - The teacher can show that the response was incorrect by a facial
expression or with some gesture, but it must be done carefully so that the student
will not think that the teacher’s expression is mockery.
2. Student-to-student correction
A method of learning where students correct each other's work or mistakes. It is often
used in language learning contexts where students practice their language skills by interacting
with one another and providing feedback on each other's language use.
This approach can be beneficial for several reasons. First, it encourages students to take
responsibility for their own learning and helps them to become more independent learners.
Second, it provides opportunities for students to practice their language skills in a more natural
setting, where they are interacting with their peers in a meaningful way. Finally, it can be an
effective way for students to receive feedback on their language use, as they are getting
feedback from their peers who are at a similar level to them and may be able to provide more
specific feedback.
However, it is important to note that student-student correction should be used in a

supportive and positive environment, where students feel comfortable providing and receiving
feedback. Teachers should also monitor the correction process to ensure that it is accurate and
constructive. Overall, student-student correction can be a useful tool for language learning, but it
should be implemented with care and consideration for the students' needs and comfort levels.
3. Teacher-correction
A method of learning where a teacher provides feedback and correction to students'
work or mistakes. It is a common approach used in many educational settings, including
language
learning contexts.
When done effectively, teacher correction can be a valuable tool for helping students
improve their language skills. Teachers can provide specific and targeted feedback on grammar,
vocabulary, pronunciation, and other language features, which can help students identify and
correct their mistakes. Additionally, teachers can offer explanations and guidance to help
students understand why certain language forms are correct or incorrect.
However, it is important for teachers to use a balanced approach to correction.

Over-correction can be overwhelming for students and lead to a lack of confidence in their
language skills. Additionally, teachers should be careful to provide feedback in a constructive
and supportive manner, focusing on areas of improvement rather than simply pointing out
mistakes. Overall, teacher correction can be an effective tool for improving language learning,
but it should be used in a thoughtful and balanced manner, with a focus on constructive
feedback and support.
IMPORTANCE OF ERROR CORRECTION

Correcting students' errors is crucial for their learning and development. It helps them to identify
and understand their mistakes, and to improve their language skills.
Here are some reasons why correcting students' errors is important:
1. Reinforcing language rules

Correcting errors helps students to understand and internalize the rules of the language.
By pointing out their mistakes and explaining the correct form, teachers can help students to
avoid repeating the same errors in the future.
2. Building confidence
When students are corrected, they may feel embarrassed or discouraged. However, if
corrections are done in a constructive and supportive manner, they can help students to build
confidence in their language abilities. When students see that they are making progress and
improving their skills, they are more likely to feel motivated and engaged in their learning.
3. Improving accuracy
Correcting errors helps students to improve the accuracy of their language use.
Accuracy is important, especially in formal contexts such as academic writing or business
communication, where errors can affect the credibility of the writer or speaker.
4. Facilitating communication
Accurate language use is essential for effective communication. Correcting errors helps
students to communicate more clearly and effectively with others, whether it is in their personal
or professional life.
Overall, correcting students' errors is an essential part of language teaching and

learning. By providing constructive feedback and guidance, teachers can help students to
improve their language skills and achieve their learning goals
WHAT IS FEEDBACK?
Feedback refers to the information that learners receive from their teacher about their
performance, which will help them take self-corrective action and improve their achievement.
Learners receive feedback from several sources: themselves, the learning task, fellow students
and the teacher.
TWO TYPES OF FEEDBACK
1. Positive Feedback
It keeps learners motivated and lets them know you are recognizing their hard work and
their successes.
2. Corrective Feedback
Corrective feedback helps learners to improve their language skills, helps to develop
memory and attention to specific aspects of the language and lets learners know where to focus
their attention.
TYPES OF CORRECTIVE FEEDBACK

1. Explicit correction - The feedback is stated clearly, visible, and obvious.
Example:
Student: “When I have 12 years old”
Teacher: “No, not have, but when I was 12 years old”
2. Recast - You just only reform and repeat the student’s statement with a correct
formation.
Example:
Student: “My father is long”
Teacher: “My father is tall”
3. Clarification request - It is an elicitation of a reformulation or repetition from the

students.
Example:
Student: “How many years do you have?”
Teacher: “I am sorry?”
4. Metalinguistic clues - Posing questions, making comments, or providing information

about the learner’s utterance without explicitly stating the correct answer.
Example 1:
Student: I go out yesterday.
Teacher: Do we say I go out yesterday or I went out yesterday?
Example 2:
Student: I have saw this car.
Teacher: Please be careful when you say “have.” You need the past participle here.
5. Elicitation - Prompts the student to self correct.
Lyster and Ranta (1997) identified three ways of eliciting the correct form from the
students:
A. When the teacher pauses and lets the student complete the utterance
B. When the teacher asks an open question
C. When the teacher requests a reformulation of the ill-formed utterance
Example 1:
Student: He take the bus to go to school.
Teacher (a): He…..?
Teacher (b): How do we form the third person singular form in English?
Teacher (c): Can you correct that?
Example 2:
Student: She got catched by…..
Teacher: She got……
Student: caught.
6. Repetition - The student’s error is repeated with emphasis/raised intonation to draw

attention to it.
Example:
Student: Let me told you
Teacher: Let me TOLD you?
Student: Let me tell you.
IMPORTANCE OF FEEDBACK
Feedback is essential in helping students improve their language skills; corrective
feedback is essential as it helps teachers and learners to identify and focus on the common
errors made in languages.
● Students learn the pronunciation better.

● Students will have a better understanding.
● It hinders fossilization.
● To not make the same mistake again.
REFERENCES
Feedback and Error Correction – Is It Your Job? (n.d.). TeachingEnglish.
https://www.teachingenglish.org.uk/professional-development/teachers/assessing-learne
rs/magazine/feedback-and-error-correction-it-your
Feedback and Error Correction. (n.d.). Scribd.
https://www.scribd.com/document/293681619/Feedback-and-Error-Correction
Hussein, A. (2013, June 12). Error correction and feedback.
https://www.slideshare.net/ahmedhussein192/error-correction-and-feedback
Paglingcod, R. (2021, September 9). Correcting Grammar Errors, Giving Feedback | Teaching
Grammar Communicatively, Session 4 [Video].
https://www.youtube.com/live/GYp0iGdNwpo?feature=share.
https://www.youtube.com/watch?v=GYp0iGdNwpo

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ERROR CORRECTION VS FEEDBACK

WHAT IS ERROR CORRECTION?

MISTAKES VS. ERRORS

ERROR CORRECTION TECHNIQUES

However, it is important to note that student-student correction should be used in a

However, it is important for teachers to use a balanced approach to correction.

IMPORTANCE OF ERROR CORRECTION

Here are some reasons why correcting students' errors is important:

1. Reinforcing language rules

Overall, correcting students' errors is an essential part of language teaching and

TWO TYPES OF FEEDBACK

TYPES OF CORRECTIVE FEEDBACK

3. Clarification request - It is an elicitation of a reformulation or repetition from the

4. Metalinguistic clues - Posing questions, making comments, or providing information

5. Elicitation - Prompts the student to self correct.

6. Repetition - The student’s error is repeated with emphasis/raised intonation to draw

● Students learn the pronunciation better.

Feedback and Error Correction – Is It Your Job? (n.d.). TeachingEnglish.

Feedback and Error Correction. (n.d.). Scribd.

Hussein, A. (2013, June 12). Error correction and feedback.

Grammar Communicatively, Session 4 [Video].

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