Use of Correction Codes to Correct Speaking as a Form of Feedback when Teaching English at Universities

Abstract

The article considers the issue of error correction in learning English at a non-linguistic universities which is one of the most disputable and difficult for teachers to deal with nowadays. The article focuses on the types of error correction in answering the questions, such as self-correction, mutual correction and teacher’s correction, as well as the issue of the necessity of error correction in answering the questions. The aim of the article is to determine the advantages of the deferred correction technique using codes and to highlight the overall results of the experiment. A set of theoretical and empirical research methods was defined to achieve the goal of the study. As a research task, the author has defined an attempt to evaluate the effectiveness of deferred correction with the use of codes in the first year group of a non-language university studying English, and to compare the results with the control group in which this technique was not used. In the course of the experiment the author concludes that the described form of correction evokes a positive feedback from students and leads to higher results.