ENGLISH EDL 201: APPLIED LINGUISTICS FOR COMUNICATION ARTS

SYNTHESIS PAPER

EFFECTIVE WAYS TO CORRECT ERRORS: RIGHT AWAY?

JULIUS R. OLORES

APRIL 2019
 Effective Ways to Correct Errors: Right Away?

Learning a second language provides varieties of processes which will lead to accuracy

and fluency in the usage of the target language. In the process, it cannot be denied that errors will

really occur. By that, it is the teacher’s role to correct the students from their mistakes for it can

lead to misconception if tolerated. Literally speaking, correcting an error is a positive act for it

corrects a mistake, but when it comes to the classroom setting, being corrected can also affect

negatively. According to Krashen (2009:74-75), he has mentioned that the affective filter of the

learner is the most affected area in error correction making the learner into his/her defensive mood

straightaway. Error correction, if not properly addressed can lead to embarrassment/humiliation.

It is a very vital situation for it can either lead to learning or demotivation. That is why educators

and even the learners are in need of clarification of what is/are the proper correction method?

When and how should it be done? In what way? Because in the end, errors must be corrected,

mistakes will forever be mistakes if there is no action that will happen. The paper will evaluate

three pieces of research that have studied the idea of correcting errors. The study of Almuhimedi,

R. A. & Alshumaimeri, Y. A. (2015), about the effective error correction in grammar classes in

students’ perspective. Next is the study of Zublin, R. B., (2011) about the error correction

techniques in the EFL class and lastly the study of Park, H. S. (2010) which is about the teachers’

and learners’ preferences for error correction. With the use of the studies, this paper will discuss

three key points which are the effective ways to correct errors, the process in correcting errors in

order not to have a negative effect on the learners, and lastly to discuss if when to implement

correction, is it right away or later after the error was committed.

To identify the effects of error correction to the learners, the idea just comes to the learners

themselves in order to identify the exact feelings/emotions of the learners during and after the

correction. The study of Abdulrahman Almuhimedi and Prof. Dr. Yousif A. Alshumaimeri last

December 2015, entitled Effective Error Correction in Grammar Classes: A Student’s Perspective,

emphasized the specific effect of the correction process to the learners. Based on the findings of

Almihimedi and Alshumaimeri, if the errors are appropriately addressed with the awareness of the

learners in the error committed, then it will eventually affect the learner in a positive way.

Guidelines in correcting errors were also emphasized such us the correction of the teacher must be

aligned to the specific learning circumstances. Thus error correction provides positive effects to

the students as long as it is observed in a proper manner and is done in awareness of the learners.

It can also increase the learners’ understanding of the target language structure so as in the learners’

status in the learning process.

In the aforementioned study of Almihimedi and Alshumaimeri, it can be inferred that indeed

negative effects can be avoided in correcting a learners’ error. If elaborated appropriately it can

increase the learners’ learning process and it can also allow the teacher to keep on track in the

learning progress. The study has provided information about the effects of error correction in the

learners’ perspective, but the study failed to mention any specific techniques/ways in correcting

the errors, only on how is it to be done which is to do it appropriately. It also failed to clarify if

when should be the correction happens, if is it right away after the error was committed or later.
 The output and effects of error correction to the learners are indeed controllable by the teacher,

as long as it will be done appropriately and in accordance with the situation. Since the study of

Almihimedi and Alshumaimeri is focused on such. The idea of dealing with the specific techniques

and its timing is still not sufficed. To provide more information on the topic, a study of Rosana

Beatriz Zublin (2011), entitled Error Correction Techniques in the EFL Class, will be used. The

study tackles the proper actions that a teacher must do in dealing with the learners’ error. The study

pointed out the characteristics that a teacher must have in dealing with the learners’ mistake which

is the following. A teacher must allow the students to monitor their own errors (self-correction

technique), teachers, in communicative tasks should not interrupt to students or point out

grammatical errors, and provide feedback in a supportive way. The mentioned points in the study

of Zublin have provided a specific technique in error correction which is the self-correction

technique. Accordingly, the technique will allow the learners to evaluate themselves and to and it

will allow retention of the corrected idea of the learner. The technique that Zublin have indicated

can somehow suffice the topic t-of this paper but at some point, the technique is not that concrete.

It cannot assure learning for the learners especially when the learners are not aware of his/her

errors. The second point of Zublin, which is about in the communicative tasks wherein students

should not be interrupted or point out grammatical errors. Accordingly, it is in order to allow the

students to freely experiment the target language as regards to the errors they have committed. The

idea is student-centered and the fluency of the learners are in practice, but the accuracy of the

learners will be compromised. It can also lead to misconception, learners’ when not being corrected

will assume that the error they have committed is the correct one which can lead to fossilization

of the wrong idea. The last point Zublin has stated is that the teacher must provide feedback in a

supportive way. The idea is really for the students, the teachers’ correction must be delivered in a
supportive way, and through this, the students’ affective filter will not be at risk. The study of

Zublin have provided ways and techniques in dealing with the students’ errors, but it is limited in

the ways and techniques only. Some of the points were also lack of concreteness for it failed to

cater to some points and consideration.

The studies of Almihimedi & Alshumaimeri and Zublin had both discussed the positive effects

of error correction and some ways and techniques in doing such. Both agreed to the point that error

correction will create a positive effect on the students. The studies also mentioned that the teacher’s

role in dealing with the problem must be done in a friendly manner and in an appropriate way. The

studies were effective but it is limited into two aspects only which are the effective ways of

correcting errors and its positive effects on the students. The idea of when should the correction is

to be done has still not tackled.

Now that the effects of error correction to the students are already clarified so as some

techniques that a teacher must apply, the idea of when should be the correction to occur is still

unstable. Considering the students’ must in freely experimenting/using the language in

communicative activities and the possible misconception if errors will not be corrected. The timing

of the error correction is still at risk for the teachers. To fill in the gap in this paper, a study of

Hyang-Sook-Park (2010) entitled Teachers’ and Learners’ Preferences for Error Corrections will

be used to address the issue. The study is all about the teachers’ and learners’ perception/choice

on when and in what way should be the error correction happen. Based on the study, both the

teachers and students agreed that an error must be corrected. When it comes to the timing, the
students found the immediate error correction to be effective even though it can create an

interruption to the activity. The study also mentioned three most effective correction techniques

which are the repetition, explicit feedback, and elicitation. Repetition feedback in correction is just

repeating the mistaken word in a correct/proper way, on the other hand, explicit feedback is the

direct pointing of the error committed, and lastly is the elicitation wherein the students will be the

one to correct themselves (peer correction is also practiced). Lastly, based on the study the

correction process must be done after the learner finished speaking which makes it contradictory

to the findings that immediate error correction is effective, even though it can create an interruption

to the activity, in the .students perception. Thus, the study of Park pointed out the effective ways

of correcting errors so as on when should it be done.

Consolidating the studies of Almihimedi and Alshumaimeri, Zublin and Park, there were some

contradicting points just like in the findings of Zublin and Park. Zublin mentioned that teachers

must not interrupt if an error happened in a communicative activity, but Park considered the

interruption to be allowed/agreed to happen despite the interruption it will cause. On the other

hand, their studies agreed to an effective strategy in correcting errors which is the elicitation or

Self-correcting method, different terminologies were used but the idea is just the same. In addition

to that, the study of serves Almihimedi and Alshumaimeri as the mediocre among the three studies

for it only clarified the positive effect of error correction and the idea that it must be done

appropriately. The studies differ into some points and findings, but they agree to the idea that error

correction will always be effective as long as it is done appropriately.

In conclusion, correcting errors provide two possible effects to the students, it can either be a

positive or negative and the usage of elicitation in the most effective strategy. Elicitation (Self-

Correction) for the student will be aware of their errors and by that, they can evaluate themselves

and it also encourages peer correction/cooperative corrections. Errors must be addressed no matter

what the situation is, interruption of activities by correcting an error is still acceptable so as

correcting the error after the activity will be best. Error correction can be done anytime as long as

it is appropriate for the situation. By that, as long as the student is aware of his/her errors, then the

effective correction process can be done, either after the activity or right away.
References:

Almuhimedi, R. A., & Alshumaimeri, Y. A. (2015). Effective error correction in grammar classes:

a student’s perspective. KSA/King Saud University. Saudi Arabia.

Park, H.S., (2010). Teachers’ and learners’ preferences for error correction. California State

University. Sacramento.

Zublin, B. R., (2011). Error correction techniques in the EFL class. Universidad Fasta.

Argintina.