Correcting learners
How do we correct learners?
When we correct learners we show them that something is wrong and show how to
put their mistake right. We can use oral correction techniques to correct oral
mistakes and written correction techniques to correct written mistakes. We also
use different techniques when we correct different kinds of mistakes: errors or
slips.
Key concepts: ORAL CORRECTION.
1- Drawing a time line on the board. Time lines show learners the relationship
between the use of a verb tense and time.
2- Finger correction. This shows learners where they have made a mistake. We
show one hand to the class and point to each finger in turn as we say each word in
the sentence. One finger is usuall used for each word.
3- Gestures and/or facial expressions are useful when we do not want to interrupt
learners too much, but still want to show them that they have made a slip. Any face
we make can indicate learners that something is wrong.
4- Phonemic symbols. Pointing to phonemic symbols is helpful when learners
make pronunciation mistakes. We can only use this technique with learners who
are familiar with phonemic symbols.
5- Echo correcting means repeating what a learner says with rising intonation will
show the student that there is a mistake somewhere.
6- Identifying the mistake. Sometimes we need to identity a mistake by focusing
learner's attention on it and telling them that there is a problem. We might say
things like "You can't say it like that" or "are you sure?" to indicate that there is a
mistake.
7- Not correcting at the time when the mistake is made in order to give feedback
after a fluency activity, for example. It is better not to correct learners when they
are doing fluency activities, but we can make notes of serious mistakes the made.
At the end of the activity, we can say the mistakes or write them on the board and
ask learners what the problems are.
8- Peer and self-correction. Peer correction is when learners correct each other's
mistakes. Self-correction is when learners correct their own mistakes. Sometimes
we need to indicate that there is a mistake for the learners to correct it but
sometimes they notice the mistake and quickly correct it. Peer and self-correction
help learners to become independent of the teacher.
9- Ignoring mistakes. During a fluency activity we can make a note of frequent
mistakes and correct them with the whole class after the activity. We often also
ignore mistakes which are above the learner's current level. We may also ignore
mistakes made by a particular learner because we think this is best for that learner,
e.g. a weak or shy learner. Finally we often ignore slips as learners can usually
correct these themselves.
WRITTEN CORRECTION.
Techniques for making written corrections are:
1- Teacher correction. The teacher corrects the learner's mistakes by writing the
correct word or words instead of symbols from a correction code.
2- Peer correction. The learners look at each other's work and correct it or discuss
possible corrections.
3- Self-Correction. The learners, usually with some visual aid, look for and correct
mistakes in their own work.
4- Ignoring the mistake. Sometimes we choose to ignore that mistakes can make.
KEY CONCEPTS AND THE LANGUAGE TEACHING CLASSROOM.
In the classroom. we use a mix of teacher correction, peer correction and
self-correction- Sometimes we need to correct students. We choose what is
appropriate for the learning purpose, the learner and the situation.
We do not correct every mistake. We correct mistakes according to the
purpose of the activity. It is inappropriate to correct all the mistakes learners
make, and it can make learners lose motivation.
The technique we use depends on the type of mistake.
Techniques such as gestures and facial expressions give opportunities for
peer and self-correction.
Correction techniques
Why do students make mistakes?
There are a number of reasons why they make mistakes:
Failure to study
Lack of understanding of a linguistic rule
Confusion with 1
Translating from L1
ORAL WORK
Teacher correction:
Too much correction inhibits the students and too little mean that they will learn
incorrect language. We have to find a balance in the classroom between accuracy
and fluency. On the one hand our task is to teach our students correct English
(Accuracy), and on the other hand we want to stimulate them into free expression
(fluency).
We need to apply our correction criteria according to our expectations for individual
students. Some need lots of encouragement to speak freely and should not be
over-corrected.
It is not a good idea to interrupt a performance of a roleplay, story, play or song to
correct students. We may wait until the end taking notes. It is important not to
point out who made the mistake.
Since being corrected can be a frustrating experience, we may try playing games.
This will take the stigma out of being corrected.
Self correction and peer correction
Students often make errors because of lapses of concentration or habit. In these
cases, they can correct him/herself. We can signal by a facial expression that a
student has made an error, and she or he can then try to correct it. If he or she
can't, we can ask if any other students can.
We can try peer correction by asking students to identify errors as their classmates
speak. We should try to ensure that students correct relevant errors. If we are not
careful, quicker students may abuse peer correction to dominate weaker students
and this is more de-motivating. Peer correction has the advantage of encouraging
students to relay on each other rather than the teacher.
WRITTEN WORK
Teacher correction
A standard technique is where we correct the student's books. This can be done
after or during class. We should do this during class, as this is a more immediate
approach to correcting and provides better results.
It is preferable to write comments in the books rather than simple mark.
Super work, (student's name)!
Well done, (student's name)!
This is not your best work, (student's name)!
These marks should be personal, encouraging and humorous.
We should try to avoid comments that could be interpreted as marks, such as
Excellent, Very Good or Poor, because they are not personal, and may promote
unhealthy competition.
We can also try the following ideas:
If the exercise is not too long, we could write the correct answers on the
board and ask the class to exchange books and correct each other's work.
Correct the exercise orally with all the class and ask them to correct their
own work or their partner's work.
Peer correction
An interesting alternative is to involve the students in correction process.
The advantages of peer correction are considerable:
It gives you time to walk around checking and supervising.
This is a method for us to check who has understood and who has not.
The exchange of knowledge between students is a valuable form of
teaching.
Peer correction is not just a correction technique but it is also a learning stage.
However, remember that students may not correct each other's work correctly. We
should provide the correct answers on the board or walk around checking. Peer
correction can be done in groups or in pairs.
Self correction
Some course materials have books with answers or a key. In this case the
students can correct their own work. This is probably the least successful of all the
techniques because students rarely see their own mistakes and you do not give
the advantage of a contrasting opinion. However, it is vital to insist the students
check their work before it is handed.
6.3.3 Correction
There are two basic correction stages: showing incorrectness (indicating to the
student that something is wrong) and using correction techniques:
A) SHOWING INCORRECTNESS
This means that we will indicate to the student that a mistake has been made. If
the student understands this feedback he or she will be able to correct the mistake.
There are a number of techniques for showing incorrectness:
1. Repeating: Here we ask the student to repeat what has just said by using
the word "again". This said with a questioning intonation, will indicate that
the response was not correct.
2. Echoing: We will be clearer if we repeat what the student has just said,
using a questioning intonation.
3. Denial: We can simply tell the student that the response was wrong and ask
for it to be repeated. It may be a bit more discouraging.
4. Questioning: We can say "Is that correct?" Asking any student in the class
to answer our question. This has the advantage of focusing everybody's
mind on the problem.
5. Expression: many teachers indicate that a response was incorrect by their
expression or by some gesture. This is very economical but can be
dangerous if the student thinks that the expression is a form of mockery.
In general, showing incorrectness should be seen as a positive act, in other words,
not as a punishment.
Frequently, we find that showing incorrectness is not enough for the correction of a
mistake or an error, and the teacher may have to use some correction techniques.
B) USING CORRECTION TECHNIQUES
If students are unable to correct themselves we can resort to one of the following
techniques
1. Students corrects students: We can ask if anyone else can give the correct
response. If another student can supply the correct information it will be
good for that student's self-esteem but may be demotivating for the student
who made the mistake.
2. Teacher corrects students: We can re-explain the item of language which is
causing trouble. This will be appropriate when we see that a majority of the
class are having the same problem.
Evaluation techniques
Making an assessment plan
When preparing an assessment plan we should bear in mind the following:
It should be made up of four basic testing areas: ORAL TESTS-
WRITTEN TESTS-GENERAL ATTITUDE AND EFFORT.
We should take into account individual abilities. We should encourage
the students who have difficulties by rewarding good general work done in
class. It requires subjective criteria. We could consider the following points:
Does the child participate freely in class?
Does this child present his or her work well?
Does this child co-operate well with his or her pears?
Does this child perform all or most of the tasks?
If you are answering NO to some or all of these questions, try to consider:
Does this child have any physical or social difficulties which affect his or her work?
Does he or she have any friends?
Before you assess him negatively, see if it possible to correct some of the
obstacles to his or her development. Try to be constructive in your assessment.
Offer suggestions as to how this student might be stimulated into improving his or
her attitude.
Assessment should be often and in small quantities. The students learn
quickly but they also forget quickly. We should test again and again during
the year. Give small mini-tests on specific areas.
Continuous assessment
It refers to how frequently you test or evaluate students. The results are collected
over a period of time and the student is evaluated on many performances. The
simple difference with a formal system of continuous assessment is that we keep
formal written records of the student's ability to perform.
A formal system of continuous assessment may make a difference in the amount
we test.
Each teacher has his own method for keeping track of classroom progress. The
following is a suggestion you might like to try:
Make a record book in which you make notes of each student's progress.
Use descriptive words rather than numbers. "Excellent progress",
"Unsatisfactory progress".
Use simple definitions for each category.
Excellent progress means that the students has understood and is able to use the
language area covered without any difficulty.
Satisfactory progress means that the students can use the language area relatively
well but will still be making some mistakes. For some students this category
represents a big effort, but not for others.
Unsatisfactory progress means that a student is not following the general rhythm of
the class and has not understood the language covered. Too many failures in one
class means that the teacher is doing something wrong.
Recording marks
The process of continuous assessment involves marking students' work. It is not
necessary to write numbers on the student's work, you can interpret theses marks
in the following way:
Excellent progress: 8-10/10.
Satisfactory progress: 5-8/10
Unsatisfactory progress: 0-5/10.
Norm-referenced testing: When the results of the test compare a student with
other students. The result does not give any information about individual
performance, only a comparison with other student's. (IQ TESTS).
Criteria-referenced testing: When the result tells you about what the individual
student can do, and does not compare him or her with other students. It describes
certain criteria that the student has been able to meet. (Pass or fail, school tests).
Oral tests
"How can I organise oral tests?"
Always tell the children that you are going to test them.
Test them in small groups. You will probably not have time to test them
individually.
Change the members of the groups and make sure that each one is
balanced mixed ability
Use different activities for testing, particularly activities that you know the
class enjoys.
Roleplays are ideal for oral testing.
Remember to notice the non-linguistic elements that the children use in
order to enhance communication: facial expressions, gestures and mime.
When the student makes gestures or mime to convey meaning this shows
clear understanding of the language used.
Written test
"How can I make written tests more relevant?"
Give children a choice of exercises. They have to do 3 exercises out of five.
Do not make the children work too quickly. Give them plenty of time and
insist on their checking work well before they hand it in.
Include Listen and draw or Listen and write exercise .
What forms of testing and evaluation should we use?
Direct testing
It means we ask the student to perform what we want to test. We talk to students to
see if they can communicate their ideas in interactive conversation. We test the
skill itself. This is not always practical because the class may be too big.
Indirect testing.
In indirect testing we test abilities related to the skill. We would find things that give
us an indication of how well the students can speak. For instance, good speakers use
longer sentences than weak ones. So we invent a test in which the longer the sentence,
the higher the grade.
We can also give students a test on linker words. This may give us an indication of their
ability to write well.
One problem is making sure that INDIRECT TEST is a good indicator or has a
HIGH CORRELATION with the skill we are testing. If we find students who cannot
write well achieve high scores on our linkers test, this shows that linkers are not a
good indicator.
Indirect testing also may produce a negative backwash effect. Negative backwash
occurs when there is no connection between what is thought and the students
performance. Teachers will spend hours in the classroom teaching linkers rather
than teaching writing, because that's what is in the test. There is also positive
backwash which occurs when there is connection between the grammar and the
performance of the student.
Direct tests are preferable to indirect tests. Some teachers would argue that, as
language teachers, we are teaching students to use language. We use language in
teaching, reading and writing. Someone can be good at grammar but unable to
communicate in speech or writing. In this case, grammar, vocabulary, and
pronunciation test must be really forms of indirect speech.
Forms of evaluation
The term testing is used when we are asking students questions to which we
already know the answers. We are using the term evaluation to ask the students
questions to which we do know the answers - genuine questions: Do the students
feel they are getting better? Have they found the course useful?
Evaluation is different because we are asking questions to learn about the
student's learning process and attitudes, and about the teaching programme.
There are three common terms used when describing evaluation
Summative evaluation
This is done at the end of a process. This might be at the end of a term or a year. It
is a kind of final assessment, summarising what has been achieved during the
year.
Formative evaluation
This is done during a process so that the process can be changed to make it more
effective. This might be feedback that a teacher gets to check how successful the
teaching programme is. The feedback from the students can also affect the
teaching procedure while there is still a chance to change it for the better.
Congruent evaluation
This is done at the whole process before it starts, in order to make sure that the
aims, methodology and evaluation match the stated purpose and beliefs.
