Perception of Effective Error Correction Techniques for Oral Production

Abstract

The present study was conducted with 74 students from five Oral Communication courses in the English major at the Modern Languages School at University of Costa Rica. The research aimed at determining the most effective techniques used to correct oral production errors, an aspect of teaching which has long been discussed by educators and researchers. Taking into account the reviewed literature regarding the topic, three instruments were designed: a class observation checklist, a semantic scale regarding error correction for students and a questionnaire addressed to professors. A group sample of each of the five courses was surveyed along with their professors to identify the either positive or negative views on present error correction techniques. In general, students revealed their views of corrections as useful, clear, consistent, positive, and constructive. Moreover, professors indicated that covert corrections were effective for their students and used the most in their courses. As a conclusion, each professor is encouraged to explore and discover the error correction strategy which best suits students according to level and personality. This discovery should always be subject to change, for effective techniques for one group of students may vary from another.