Error Correction in Language Teaching: Insights on Emergent Language Feedback

Barnaby Griffiths
Sep 3
3 min read

Discover practical strategies for error correction in language teaching and how to respond to emergent language effectively in TESOL classrooms.

Over the past couple of weeks, LinkedIn has been alive with conversations about error correction in language teaching and how teachers respond to emergent language. My recent polls added to the debate, drawing hundreds of votes and comments - thank you to everyone who contributed!

LinkedIn Poll on Error Correction in Language Teaching

The results of the poll were striking:

Over half of participants (57%) said knowing when to correct is the hardest part of providing feedback.
How to correct was second (34%).
What to correct had only 9%.

Several teachers and trainers argued that correction isn’t necessary at all - a view supported by some second language acquisition (SLA) research, which has questioned the value of oral feedback.

Classroom Observations: Error Correction and Emergent Language

These discussions echo what I’ve seen first-hand in my years as a TESOL Diploma tutor.

I’ve observed hundreds of lessons in which students produced thoughtful, spontaneous language that was simply left unaddressed - no correction, no comment, no recognition.

The intention was often to prioritise fluency, but over time, this approach led to learners missing valuable opportunities to grow and, at times, feeling invisible.

Research on Error Correction and Feedback Strategies

Research on error correction in language learning is far from settled:

Truscott (1996) argued that correction does little to support language acquisition.
Li’s (2010) meta-analysis demonstrated moderate positive effects for corrective feedback, especially over time.
Lyster (2010) found that oral feedback during interaction can be highly effective when delivered well.

For me, this confirms what classroom experience has taught:Correction isn’t the problem; poor correction is. The real questions are not if we should correct but when, what, and how.

The Learner’s Perspective: Silence vs Feedback

I often ask my trainees to imagine themselves as learners in a foreign language classroom, doing their best to participate in a speaking activity - searching for words, stringing together phrases, taking risks. They share something meaningful, maybe even personal.

And then… nothing.

The teacher moves on. There’s no response, no validation, no sign that their effort mattered.

When this happens again and again, lesson after lesson, silence becomes louder than any correction. Learners may stop expecting to be noticed, and worse, stop expecting to improve.

Language and Communication Coaching: A Different Approach

That’s why my Language and Communication Coaching (LCC) approach focuses on feedback strategies that motivate rather than discourage. By responding thoughtfully to emergent language, teachers can:

Provide feedback that feels like coaching, not criticism.
Offer students the tools they need to build confidence.
Create a classroom environment where learners feel heard and supported.

Free Guide and Resources for Teachers

I’ve created a free downloadable guide on my website that explores this topic in depth: Effective Correction for Speaking Activities Using Emergent Language.

You can also explore these ideas further in my book: Language and Communication Coaching: The Essential Guide for Language Teachers and Trainers, available:

On Amazon worldwide (search on your local store or via Amazon.com)
Or as a pay-what-you-can PDF from my website (for a limited time).

Join the Conversation

The debate over error correction in language teaching is clearly resonating with teachers around the world.

How do you balance fluency, feedback and correction in your own classroom?