Module 5 Reflections:

Dr. Azar Youssef

A. As a teacher of English for high school students, I use the following error
correction techniques:

Recasts; this kind of error correction helps students get the answer, but indirectly
or implicitly. This is what I sometimes do in my classes because I find it
appropriate for my high school girl students. They are so shy and sensitive. You
know I have to take care of their feelings and encourage them to build self-
confidence at this age. However, it is a way that is teacher-centered. I always
prefer those types in which students generate repairs themselves. Clarification
request seems effective and for my surprise, I do it always but I don't know the
term. When my students say something wrong, I just say "Excuse me" with a big
smile on my face to create a safe atmosphere where I give them time to self-
correct and talk to self. Another way I use when correcting my students is
repetition in which I repeat their mistakes in a rising intonation. Really, it works
with my students. This way urges them to notice their mistakes and try to find the
correct form.
Have you tried to tell your students about this process? I tell them from the very
beginning that making mistakes is healthy because it is part of their learning. I
also encourage them to write reports about the ways they like and prefer to use
when correcting them. Julian Edge asserted the same viewpoint, "I like to talk to
students about correction, and being corrected. I listen to their preferences and
explain my own." We just need to listen to our students.

To sum up,

1. There are many ways to correct students' errors. Teachers can choose the most
appropriate one or a mix taking into account the type of the tasks they do, the
level of students' proficiency, their age, and the learning objective of the lesson.
2. When the main purpose is communicating ideas, we delay the correction to
encourage students to use the language.
3. When many students have the same error and use it frequently, we can provide
an immediate feedback to put them on the right track.
4. There is no one best technique for error correction; however, those which are
student-generated are more effective than those which are teacher-initiated
because this encourages students to be part of their learning process.
5. We should give students time to self-correct and repair themselves before giving
them the correct answer explicitly.
6. Being humane when correcting students' errors is one of the most valuable keys
to successful learning.
References:
Edge, J., et. al. (2000) When and how should I correct my students? Available online at:
http://www.eltnews.com/columns/thinktank/2000/05/when_and_how_should_i_correct.html
 B. One final reflection on grammar teaching:

BIG and SMALL changes in teaching of grammar that I would like to see
happening in my school:

The BIG change in teaching grammar that I'd like to see happening in my school is to
make grammar fun and an enjoyable experience for both teachers and students. The
adoption of CLT is a crucial key to achieve this goal because students will simply focus
on how to convey their ideas and feelings using the language they learned in real-world
situations. I can make it happen by giving my colleagues models not to follow, but to
learn from and create their own approach that fits their students. My classrooms can be
scaffolds for others who want to make a difference or change in the way they adopt. I
can invite my colleagues to observe the way I teach communicatively and hold a post-
meeting to discuss the advantages and disadvantages of how I teach. I can work
collaboratively with other teachers to grammarize lessons using SARS strategy to tell
them that they can modify and adapt what they already have. I can hold online meetings
with English teachers from all around the country to hear their practices and share with
them all the stuff here.

Also, there are a lot of SMALL changes in teaching grammar which I'd like to see
happening in my colleagues' classes.
For instance:

1. Output (75%) should be the focus encouraging students to produce language

and use it for communicative purposes.
2. Examples should be given before explanation to give students an opportunity to
discover and identify the rules themselves.
3. Providing students with a wait-time to self-repair, and correct themselves is
another hot topic that should be highly considered by teachers.
4. Integrating skills and considering grammar as a skill are two important small
changes in the perspective of teaching grammar that should be paid more
attention.