Error correction is an interesting topic because teachers have to make instant decisions about whether and how to...

Error correction is an interesting topic because teachers have to make instant decisions about whether and how to correct an error or mistake. Should we correct immediately? Should we use delayed correction? Should we ignore the mistake (this can sometimes be a valid decision).

For my writing classes, I use a variety of error correction methods. If we are speaking about a topic that we'll later write about, I won't correct speech as much as I would in, say, a listening and speaking class. But I will get learners to brainstorm and plan in-class, and will monitor closely as they go through this process. Again. sometimes I choose to intervene, sometimes I will wait (if a student is deep in thought it might not help to interrupt them to point out a misused be verb in their first draft).

When I do receive the 'final' piece of work I will read it thoroughly before making any marks. For some essays and paragraphs I use a colour coding system to help the learner figure out what the error is for themselves - a word or phrase highlighted in yellow contains a grammar error, if it's highlighted in green it means the writer has made a syntax (word / clause order) error, and so on. I'll ask the learner to read the returned piece of work and consider how it can be improved. From my point of view, it's also important to let the learner know where they're doing well - if a learner produces an error-free paragraph they deserve some commendation for their efforts.

That said, asking learners to figure out errors for themselves has its limitations, which is why I also ask learners to meet with me for a one-to-one meeting at least once per term. In this meeting, they get dedicated attention from me, and from looking through their portfolios and notebooks I can spot common errors and know which aspects of language may need to be covered again, brought forward in the syllabus, or are a problem for just one or two members of the group. This takes a lot of time, but I think the learners appreciate it.

Comments

  1. Penny UrNovember 25, 2017 at 12:55 AM

    I'm sure they appreciate it, Martin, and it's an excellent opportunity to give and get feedback on only on errors, but also all sorts of other things. What, for example, have they found most helps them to learn in your lessons? What doesn't help so much? What do they feel they need to work on particularly? What can you (the teacher) do to help with this?...

    ReplyDelete
  2. Marwa TalbiNovember 25, 2017 at 5:31 AM

    I really like your idea about using different colours. If the level of students is advanced, I think they should be part of the error correction process.

    ReplyDelete
  3. Walton BurnsNovember 25, 2017 at 5:52 AM

    Yes, meeting one on one is a great idea. I'm impressed you find the time to do it!

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  4. Julia BlinovaNovember 26, 2017 at 3:01 AM

    Martin Cooke You are doing a great job and I hope your students know it. Anyway, on the matter of correction and self-correction, I use more or less your colour-coded technique, but at times I also give my students some metalinguistic feedback, i.e refer them to a rule or give an example. This makes the mistakes and errors clearer and, I hope, the correction easier. Have you tried doing something like this?

    ReplyDelete
  5. Martin CookeNovember 26, 2017 at 8:34 PM

    Thanks Julia Blinova. Yes, I do give students metalinguistic feedback, especially when they're working on writing tasks in-class. The students do seem to appreciate the overall system and methods I use - I'll know more after they complete their course evaluations.

    ReplyDelete
  6. Vasiliki TzotziouDecember 16, 2017 at 11:27 AM

    excellent!! I am impressed!!!

    ReplyDelete

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