APPLYING ERROR CORRECTION TECHNIQUES FOR STUDENTS AT TAN TRAO UNIVERSITY IN ENGLISH-SPEAKING LESSONS

Abstract

The effective application of error correction techniques is vital in enhancing the development of English speaking skills among students. This study examines the strategic and judicious use of various error correction methods during English speaking lessons. The research highlights the importance of establishing a supportive and non-threatening classroom environment that encourages students to actively participate and take risks in their oral communication. It emphasizes the need for a balanced and nuanced approach to error correction, recognizing the delicate balance between providing timely feedback and maintaining the flow of communication. The study explores a range of error correction techniques, such as recasts, clarification requests, and elicitation, and discusses how teachers can tailor their approach to the specific needs and proficiency levels of their students. Additionally, the research underscores the significance of providing constructive and encouraging feedback, which not only helps students identify and correct their errors but also fosters a growth mindset. Furthermore, the integration of self-correction and peer-correction activities is examined as a means of empowering students to take ownership of their learning, developing their metalinguistic awareness and enhancing their ability to monitor and refine their own oral production. The findings of this study contribute to the existing body of knowledge on effective language teaching practices and offer valuable insights for educators seeking to create a supportive and nurturing environment for the development of students' communicative competence in English.