How To Correct Errors - EFL/ESL Teachers
As a teacher you'll have to correct your students when they make errors and mistakes. Correction is really important and can't be ignored. A teacher who fails to correct risks being thought of as unprofessional and lazy - I'm sure you wouldn't want that to happen!
It's a question of balance. Students know they need help in order to learn; teachers have to get to know their students and not be too heavy handed when it comes to individual mistakes.
This hub will help you to choose when and how to correct, what approaches to take and why the timing is vital.
I provide some useful extra tips, plus a couple of videos to guide you through the ins and out of correction.
In my class I prefer to correct on the spot but am very sensitive to a student's ability and standing within the group. In speaking I offer a recast (see below) if the student makes a mistake and only take notes if mistakes are repeated.
I can then use these notes to create individual targets.
I find small group work to be beneficial as it allows me time to focus 1:1 in real time if needs be.
With written work I use a priority system and correct basic errors first, such as grammar,syntax and sentence structure. I'll correct spelling too of course, but I won't make such an issue out of it until the basics are learned.
Listening and Speaking - Mistakes Are Good!
Being human means we all make mistakes. ESL students are no exception so it's up to you as teacher to be an active listener and correct mistakes whenever they're made. There are two basic approaches -
- to interrupt and discreetly correct in real time, on the spot.
- to avoid interruptions, make notes and correct when the lesson ends.
Most ESL teachers prefer to correct as mistakes arise and deal with them immediately but taking notes, especially in small group work, can be a viable alternative.
Students should ideally learn from their mistakes. As teacher it's up to you to make them aware of errors without undermining their confidence.
Read through these five tips. They'll help you focus on correction.
Fluency v Accuracy
You want to build up class confidence by allowing fluency - a flow of language from student to teacher to class - but you must also strive for accuracy and learn to get the right balance between the two.
5 Tips For Excellent Oral Correction
1. Try not to use negative correction - using a sharp NO, YOU'RE WRONG for example or a silent shake of the head - could cause resentment and increase shyness.
2. Think about the ability of individual students you're about to correct and match your correction accordingly.
3. Don't overdo it! Too much correction could undermine your other good teaching work. If you constantly correct, the flow of the class will suffer, your students may be reluctant to speak and won't want to participate.
4. Aim for a balance between student interaction and correction. You need to keep your students active and enthusiastic but you must correct thoroughly where appropriate.
5. Keep your 'antennae' on full alert and be prepared to adjust the way you correct in real time. Make mental or actual notes to help you feedback during or at the end of class.
Recasts or Shadow Corrections
In speaking, a recast is a corrected answer given by the teacher to a student who has made an error. The teacher effectively repeats what the student has said but in a corrected form. This is popular amongst students because it's a quick and encouraging way to highlight mistakes.
For example -
Teacher: What did you do yesterday afternoon?
Student: We go to shopping yesterday.
Teacher: Oh, you went shopping yesterday afternoon.
Teacher: Why is the boy in the picture looking sad?
Student: He don't have friends.
Teacher: Because he doesn't have any friends, that's right.
ESL Error Correction
Small Group Correction
From time to time it's a good idea to split the class in to small groups and get them to work for 10-15 minutes on a given text with questions.
You could then visit each group as an active listener and give feedback on their answers and interaction.
- highlight two things the group did really well.
- focus on a written error.
- point out an error during conversation (pronunciation, sentence structure and so on.
Recording The Session
Some teachers choose to record speaking sessions/conversation classes, and make notes of any mistakes from this. They then hand out these mistakes - written down- with corrected versions to individuals the following day.
This method,whilst encouraging fluency, involves a lot of extra work and is probably only worthwhile with a small class size.
Common Sense Correction
- Have your students write on alternate lines in their notebooks, leaving space for any corrections.
- Use colour highlighters to correct - red for grammar,green for spelling and so on.
- Feedback 1:1 with students, explaining corrections.
Writing - Major and Minor Mistakes
When correcting written work it's better to focus on major mistakes first, that way you won't overwhelm a student with too much red ink!! Plus, give full explanations and corrected versions - that's common sense - so the student knows and understands where they went wrong.
For example, if someone's work has poor grammar and spelling, correct the grammar first and don't make a big issue out of an odd letter misplaced here and there.
Keep an eye on the spelling over time and correct only when the grammatical mistakes have been eliminated.
3 Ways To Correct Written Class Work
1. Self correction - each student gets to correct their own work.
2. Student to student - each student gets to correct another student's work.
3. Teacher and student - the teacher corrects the work 1:1 with student.
Self correction can create trust within the group but should only be encouraged when you know your group really well. Most students prefer the teacher to correct their work on a 1:1 basis. Try to make time for quality feedback during the lesson so that each student gains the benefit of your close attention.
If you're unsure about the ability of your class then you could try a diagnostic.This will help you find common mistakes amongst the students. Once you know the weaknesses you can then prioritise lessons, eliminate errors and build up learning.
A diagnostic can take the form of a written or verbal test.
When a student continually makes the same mistakes - which become fossilized - a good idea is to introduce fossil cards. These can be plain cards which students keep on their desks as the lesson progresses. If they make the same old errors get them to make a note for future reference. And remind them to write down the correct version too!
This way they'll have an instant snapshot of specific issues they need to work on.
You could then give small targets to individuals to help them break bad habits.
Feedback at the end of the lesson is a good time to clarify any error corrections you've made during class. Encourage your students to ask questions and try to get to the bottom of any queries and confusions.
© 2014 Andrew Spacey