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When it comes to error correction we are dealing with one individual's reaction to a student's piece of writing or utterance. This inevitably means that there will be some disagreement among teachers about what, when, and how to correct.

This is a common tool to optimise learning opportunities from mistakes learners make in written work and to encourage the editing stages of process writing.

One of the main dilemmas for teachers giving conversation groups is error correction. It’s always tricky to know when and if to correct students and how to go about it.

On-the-spot correction is when a teacher corrects a learner's mistake as soon as they make it.

As mentioned in Error Correction 1, students can differ greatly in their attitude to producing spoken English. Some are only interested in developing their fluency at the expense of accuracy while others are so focused on accuracy that they have no fluency.

Peer correction is a classroom technique where learners correct each other, rather than the teacher doing this.

When your students are on-task and engaged in a speaking activity where are you and what are you doing?

A correction code is used to show learners what kind of mistakes they have made in written work.

Students often write in their English classes, following a specific genre in order to do so: the informal email; a job application letter, etc. Of course, it is important that they learn this kind of writing (which is usually essential for exam success), but it doesn’t always encourage them to write for the sake of writing, and to get used to writing in a more relaxed and creative way.

Self-correction is when learners correct themselves instead of a teacher doing it.