Ways to Correct Students Without Correcting Them

As ESL teachers, we're constantly navigating the delicate balance between fostering fluency and ensuring accuracy. 

We know that constant, direct correction can stifle a student's confidence, turning the joy of language learning into a minefield of potential errors. 

Many of my students tell me they want me to correct them right away when they make a mistake. 

They think it will help them learn faster. But I've found that it's not always that simple, especially when I'm teaching a group. 

Some students really like getting immediate feedback. It makes them feel like they're learning the right way. 

But for other students, being corrected instantly can make them nervous or afraid to speak. 

In a group, if I stop one student to correct them, it can make everyone else feel uncomfortable and less likely to participate.

So, I need to find a way to balance things. I have to think about what each student needs, while also making sure the whole class feels comfortable and supported. 

Sometimes, it's okay to correct a student right away. Other times, it's better to wait and give feedback later, or let the students help each other. 

It's important for me to understand each student's personality, how they like to learn, and how well they know the language. 

But how do we guide them towards improvement without resorting to the dreaded red pen? The answer lies in the art of the gentle nudge.

Let's face it: interrupting a student mid-sentence to point out a grammatical error can feel like a verbal roadblock. 

It disrupts their flow, focuses their attention on mistakes rather than communication, and can lead to anxiety. 

Our goal is to create a supportive environment where students feel comfortable taking risks, not one where they fear making mistakes.

Here are some effective ways in which I practise providing corrective feedback without explicitly “correcting”.

Recasting

This involves subtly rephrasing a student's incorrect sentence with the correct form. 

For example, if a student says, "Yesterday, I go to the store," you might respond, "Oh, you went to the store? What did you buy?" 

This provides the correct form within a natural conversational context.

If the student still makes the same mistake over and over, you can simply keep trying or bring it to the “Delayed correction”.

Echoing and Questioning

You might know “echoing” as something that teachers need to avoid in order to control their “Teacher Talking Time”. 

Although here I mean something different. If a student makes a mistake, gently echo their error with a rising intonation, turning it into a question. 

For instance, if they say, "He have a dog," you can say, "He have a dog?" This prompts them to self-correct without directly pointing out the error. 

Facial Expressions and Body Language

A raised eyebrow, a slight pause, or a gentle nod can signal that something might be wrong without saying a word. 

This allows students to reflect on their own language use and make adjustments. 

However, you should be careful with that, since some of the students might not be familiar with your personality and might take it as an offence. 

I practise that only with my long term groups, who are already familiar with my style of teaching.

Providing Examples

Instead of directly correcting a student's error, offer examples of correct usage. 

For example, if they struggle with prepositions, provide several sentences using the correct prepositions in context. This also can be used in the “Delayed Correction”. 

Definitely it will prolong the time of it, so make sure you allocate time for such activities. 

Delayed Correction

One of the ways I deal with corrections every single lesson. Note down common errors during speaking activities and address them during a dedicated feedback session. 

It is important to visualise it whether on a virtual board (if you are teaching online) or on the blackboard. 

This allows you to provide targeted instruction without interrupting the flow of conversation. 

Don’t forget to include some good examples of speech you have heard during the lesson. 

This will definitely help to raise your student’s spirits.

Peer Correction (with Guidance)

Encourage students to listen to each other and provide feedback. 

However, ensure they do so constructively and respectfully. 

You can provide sentence frames, checklists, lexis, vocabulary or specific areas to focus on. 

Working in pairs is the best way to implement this.

You can find more information about this in our blog Peer correction in English language teaching.

Focus on Communication, Not Perfection

Prioritise conveying meaning over perfect grammar. If the student's message is clear, acknowledge their effort and focus on the positive aspects of their communication. 

Remember about praising your students, especially when they do good with new materials. 

Praising is an important element, but it is unfortunately sometimes neglected.

Remember, encouragement is key. Celebrate students' successes, acknowledge their efforts, and create a positive learning environment. 

When students feel supported and confident, they are more likely to take risks and improve their language skills.

Using these gentle correction methods helps create a classroom where students feel safe to try out new language. 

When they're not afraid of making mistakes, they speak more and become more fluent. 

I always point out to my students that they are here to make mistakes. It is a part of the learning process and it is completely healthy.

These strategies, like rephrasing or asking questions, give students feedback without making them feel anxious. 

This helps them learn grammar and vocabulary naturally.

They start to notice their own mistakes and learn how to fix them. 

This helps them improve on their own.

So, 'gentle nudges' are a great way for ESL teachers to help students learn. 

It helps build a positive classroom and keeps students excited about learning. 

Instead of just fixing errors, we're helping students become confident speakers.