Abstract

 
 
 The purpose of the article is to introduce a strategy in the peer correction. Any correction of the mistake being reluctantly welcomed is usually accepted with a sense of disfavor. Peer correction in speaking activity is no exception. To turn this tedious process into an attractive one we have developed a relatively new strategy. Peer correction in writing activity has long been practiced. Learners enjoy discovering each other’s mistakes in essays, spelling or grammar tests, etc. But correcting speaker’s errors being rarely carried out has gradually almost been forgotten. The paper introduces a new concept in peer correction involving a point system. The students actively participating in a correction process are praised with a surplus point for a corrected mistake, which is further taken into account. The strategy has proved to be a motivating one in teaching English as a foreign language.
 
 
Highlights
Peer correction has long been known as not to be appreciated by most students
Nowadays correction of the written task is more or less frequently being held by the instructors. It is widely used at secondary schools when learners exchange their written task underlining or correcting the errors
The tips suggested below will contribute to peer correction, as this experience has proved to be a successful one
Summary
Peer correction has long been known as not to be appreciated by most students. Nowadays correction of the written task is more or less frequently being held by the instructors. It is widely used at secondary schools when learners exchange their written task underlining or correcting the errors. Correction of the spoken language is considerably rarely carried out and usually is not quite successful. The tips suggested below will contribute to peer correction, as this experience has proved to be a successful one. The purpose of the article is to describe a strategy used in peer correction which serves as a motivation for listening, asking questions and critical thinking
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