"Teachers’ Error Correction Strategies in EFL Speaking Classes Case Study: Teachers at The Department of English, Mohamed Seddik Ben Yahia University,"

Abstract

Learning English as a Foreign Language (EFL) poses challenges of errors in oral production. Therefore, effective oral error correction by teachers is crucial for learners' speaking skills development. This case study aims to explore the strategies used by EFL teachers in Algerian university classrooms to address errors during oral sessions. The research questions focus on sources of errors, the correction strategies employed, and students ’preferences. A questionnaire was used to gather data from 15 teachers at Mohammed Seddik Ben Yahia University. The results revealed that repetition, elicitation, and recast are the most commonly used correction strategies. The majority of teachers prefer to provide feedback at the end of the activity, they try to strike a balance between fluency and accuracy, and they are most of time the correctors. Interference, cognitive and affective factors, and lack of practice are identified as major factors contributing to learners' errors