Some Oral Corrective Feedback Techniques work better than others. What works best for you in the class you teach. Please mention the skill or sub-skill.
Yes, oral feedback with a rubric for discussion. Writing, I use track changes so students can see what I name "suggestions for modifications"....corrections are not the only items included. Comments with good work, examples, and different writing skills to think about. If a student read just corrections; modifications and suggestions may not ever be noticied.
JCarpio
Nice query! I prefer explicit corrective technique. Usually when students make mistakes I immediately correct them. Otherwise, students will continue making the same errors and those errors will fossilize or will remain forever.
Thank you so much @ Hassan Alomari for an extensive response and a useful link.
Many thanks also to @ Abdullah Noori for his response. Do you give explicit oral correction to all your students regardless of their reaction? How does this influence further participation by those students?
mentoring student of design - the work is brought to the table and the student is asked to speak
there are times when the conversation digresses at That point direct the student back on to the topic of discussion.
mediate and point to other probable directions the student relooks at other probable directions to solving problems
again I reiterate that MLT works best for me during individual mentoring
Thank you Abdullah Noori for inspiring me with a new Question about Explicit Error Correction
I think correction depends on the our students' level and the activity the students are engaged in. In controlled and guided practice, correction takes place immediately after it occurs 'accuracy' is more important; but in free practice, the teacher should show tolerance to student's errors till the students finish the activity as long as students' appropriate communication is achieved fluency is more important. Then the teacher chooses the most frequent/ important mistakes, correct them and go on with the lesson. Stopping students in free communication immediately after they make mistakes, will demotivate them to take part in the future or participate.
Thank you Poornima Sajive Nair but would you again 'reiterate' what MLT is?
Thanks Aida Mohammad Ali Bakeer. So it depends whether the errors occur in free speech (in which case you postpone correction till later) or in controlled practice (where you would provide correction immediately).
For younger students, and during the controlled and guided practice, accuracy in important. In free communication and practice, don't interrupt the students but wait till the activity is done as long as purpose of the activity is achieved and the messages are understood.
That's what I thought I said Aida Mohammad Ali Bakeer in summing up your previous response.
Corrective feedback is an important aspect of language learning and teaching, especially a second or a foreign one and, therefore, it presents one of the most frequently studied areas of second language acquisition today. It is a very broad area that opens up a great number of research topics and questions. Corrective feedback is important for learners and teachers because it helps them to focus on the most common errors and mistakes and prevent their occurrence in the future learning. This paper deals with oral corrective feedback, one of the most important aspects of English language classroom as a communication oriented
classroom. It consists of two parts: theoretical part in which an overview of the theoretical background and relevant research is given, and the second part, which presents the results of the empirical research on oral corrective feedback.
Best Regards Reda Elmabruk
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