Oral Error Correction &

Writing Effective Assessments

Dr. Dawn Bikowski

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2.

3.

Error Treatment
4.

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2.

3.

Error Treatment
4.

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2.

3.

Error Treatment
4.

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2.

3.

Error Treatment
4.

Chat Box
What considerations do you think you
need to keep in mind when you decide
how and when to correct students
spoken errors?

This Session Will Cover

Oral Error Correction
1.
2.
3.
4.
5.
6.

Oral error correction strategies

Learner uptake
Feedback on Language vs. Content
Assessing error correction
Types of errors we might want to correct
Wrap it up: To correct or not correct

Error Correction Matching

1. Explicit correction

a. Student: I seed it yesterday.

Teacher: Oh, you saw it
yesterday?

2. Recast
3. Clarification request

b. Student: I saw the movie

Kilanic yesterday.
Teacher: Excuse me, you
saw what movie?
c.

Student: I goed to the

movies yesterday.
Teacher: We dont say
goed, we say went. Its
an irregular verb.

Error Correction Matching

1. Explicit correction

a. Student: I seed it yesterday.

Teacher: Oh, you saw it
yesterday?

2. Recast
3. Clarification request

b. Student: I saw the movie

Kilanic yesterday.
Teacher: Excuse me, you
saw what movie?
c.

Student: I goed to the

movies yesterday.
Teacher: We dont say
goed, we say went. Its
an irregular verb.

Error Correction Matching

4. Elicitation

5. Metalinguistic feedback

6. Repetition

a. Student: I seed it
yesterday.
Teacher: Is seed the past
tense of saw?
b. Student: Yesterday with
friends I saw a ummm.
Teacher: What do we
call a video on a big
screen?
c. Student: I seed it
yesterday.
Teacher: You seed it?

Error Correction Matching

4. Elicitation

5. Metalinguistic feedback

6. Repetition

a. Student: I seed it
yesterday.
Teacher: Is seed the past
tense of saw?
b. Student: Yesterday with
friends I saw a ummm.
Teacher: What do we
call a video on a big
screen?
c. Student: I seed it
yesterday.
Teacher: You seed it?

Error Correction Strategies

1. Explicit error correction
State its an error and correct it
Student: I goed to the movies yesterday.
Teacher: We dont say goed, we say went.

2. Recast
Say it correctly but keep flow going
Student: I seed it yesterday.
Teacher: Oh, you saw it yesterday?

3. Clarification request
Student: I saw the movie Kilanic yesterday.
Teacher: Excuse me, you saw what movie?
Lyster and Ranta (1997)

Error Correction Strategies, cont.

4. Metalinguistic feedback
Student: I seed it yesterday.
Teacher: Is seed the past tense of saw?
5. Elicitation
Student: Yesterday with friends I saw a ummm.
Teacher: What do we call a video on a big screen?
6. Repetition
Student: I seed it yesterday.
Teacher: You seed it?
*Delayed error support also an option
Lyster and Ranta (1997)

Uptake
Error

Error
Correction

Error Treatment
Success!

Chat Box
What are some of the factors that affect if a
student learns what you gave them feedback
on?
How do you decide what learning is? Is it
when they speak it correctly right away? Or next
week? Or at the end of the course?

Factors Affecting Uptake

Instructional setting & classroom processes
Learner characteristics
Age, personality type

Learners perception of error or correction

Proficiency level
Types of feedback used
Prompts and explicit more effective than recasts

If feedback is on content or language use

(Ammar & Spada, 2006)

Poll Directions
For the following feedback comments, is the
feedback about:
a. the language the student used? or
b. the content of the students communication?

Poll Questions
1. Telling a learner that their story is exciting to
read.
2. Praising a learner for using rising intonation
for a Yes/No Question.
3. Telling a student group that their
presentation had interesting examples.
4. Correcting a grammar point that a student
said incorrectly during a pair dialogue.

Content-Based
Telling a
learner
his/her
story is
exciting to
read

Telling
learners their
presentation
was
interesting

Language-Based
Asking a
learner to
consider
tense used
in an answer

Correcting a
structure a
student said
incorrectly during
a pair dialogue

Praising a learner
for using rising
intonation for
Yes/No
Questions

Language-Based Correction
when and how should we give it?
Read the interaction and we will discuss these Qs:
1. What do you think the teacher was trying to offer

feedback on (Language? Content? Both?)

2. Did the feedback work, why or why not?

3. What principles about feedback can we learn from this?

Error Correction Transcript

Teacher: So what did you and Luca talk about?
S: We talk about classic film we like.
T: Oh, so which film?
S: We talk about Casablanca.
T: Talked. What happens?
S: Talked?
T: Yes, so what's the story?
S: We talked about Casablanca?
T: That's right--you told us that. But who are
the main characters?
S: silence.....

Error Correction Transcript

Teacher: So what did you and Luca talk about?
S: We talk about classic film we like.
T: Oh, so which film?
S: We talk about Casablanca.
T: Talked. What happens?
S: Talked?
T: Yes, so what's the story?
S: We talked about Casablanca?
T: That's right--you told us that. But who are
the main characters?
S: silence.....

Assessing Error Correction

Did it work?
It depends
Student finally said the form right, but
Student stopped communication and seems confused

What was confusing?

Teacher focused on form
Student focused on communication/meaning

What can we learn from this example?

Focused Error Correction

Limit errors being corrected so not
overwhelming to learner
Focus on classroom goals
Provide a correction if learner cannot
Allow learner to struggle with language if they are
close to acquiring a point
Allow learners to make mistakes and take risks
Tailor error correction to the student and context
(Richard-Amato, 2010)

When should we give feedback?

Fluency vs. accuracy?
Whole-class vs. individual vs. small group?
Language vs. content based feedback?

Poll Questions
True or False?
1. A teacher should always do open-class
feedback after a detailed listening task
without allowing learners to check in pairs.
2. Language-focused feedback is optional after
a task intended to improve fluency.
3. Teachers should avoid commenting on
learners ideas after a discussion task and
only give language-focused feedback.

Poll Questions
True or False?
1. A teacher should always do open-class feedback
after a detailed listening task without allowing
learners to check in pairs.
FALSE

2. Language-focused feedback is optional after a

task intended to improve fluency.
TRUE

3. Teachers should avoid commenting on learners

ideas after a discussion task and only give
language-focused feedback.
FALSE

Poll Questions
True or False?
4. It is not necessary to give content-based
feedback to every learner after a role-play
task.
5. If a teacher can see that all learners have
correct answers to a task, they do not need
to do open-class feedback.

Poll Questions
True or False?
4. It is not necessary to give content-based
feedback to every learner after a role-play task.
TRUE

5. If a teacher can see that all learners have correct

answers to a task, they do not need to do openclass feedback.
TRUE

Errors Categorization
1. Error source
Phonological/Sounds
Grammatical
Semantic/Meaning

2. Error effect
Confuses/doesnt confuse meaning
Noticed/not noticed

3. Pedagogical Considerations

Context (course, proficiency level, activity)

Availability of class time
On- vs. off-topic
High- vs. low-frequency language point
Student and student-teacher relationship
Accuracy vs. fluency

Case studies:
Should the teacher correct or not correct
the error in this situation
1.
Context: The teacher is drilling learners in
present perfect question forms
Student says:
Have you ever go to Scotland?

Case studies:
Should the teacher correct or not correct
the error in this situation
1.
Context: The teacher is drilling learners in
present perfect question forms

Student says:
Have you ever go to Scotland?
Correct this error. The error is the point of the
lesson.

Case studies:
Should the teacher correct or not correct
the error in this situation
2.

Context: A learner is speaking to a classmate

in a get-to-know-you task.
Student says:
I am having two sisters but no brother.

Case studies:
Should the teacher correct or not correct
the error in this situation
2.

Context: A learner is speaking to a classmate in a

get-to-know-you task.
Student says:
I am having two sisters but no brother.

Do not correct immediately. Focus of activity is

social & on communication

Case studies:
Should the teacher correct or not correct
the error in this situation
3.

Students are discussing the sports activities

they enjoy.
Student says:
To me like footing.

Case studies:
Should the teacher correct or not correct
the error in this situation
3.
Students are discussing the sports activities
they enjoy.
Student says:
To me like footing.
Correct this error. Footing is not clear & To me
like is very difficult to understand.

Case studies:
Should the teacher correct or not correct
the error in this situation
4.

Context: Group discussion about politics

Student says:
I think democracy not always good system. Yes,
because country choose bad leader and he do what
he want.

Case studies:
Should the teacher correct or not correct
the error in this situation
4.
Context: Group discussion about politics
Student says:
I think democracy not always good system. Yes,
because country choose bad leader and he do what
he want.

Do not correct. Errors dont affect meaning &

students are engaged.

Review
1. 6 main oral error correction strategies
Explicit, recast, clarification request, metalinguistic
feedback, elicitation, repetition

2.
3.
4.
5.
6.

Maximize learner uptake

Consider feedback on Language & Content
Assess how well the error correction works
Types of errors to correct
Consider when to correct

ASSESSMENT

Pop Quiz Poll

1. Assessment means quizzes and tests only.
a. True
b. False

2. Grading multiple choice tests is easy.

a. True
b. False

3. Writing fair multiple choice tests is fairly easy.

a. True
b. False

Pop Quiz
1. Assessment means quizzes and tests only.
a. True

b. False
2. Grading multiple choice tests is easy.

a. True
b. False

3. Writing fair multiple choice tests is fairly easy.

a. True

b. False

Assessment Section Will Cover

1.
2.
3.
4.

Assessment and motivation

Tips for writing effective test questions
Writing effective multiple choice distractors
Sample questions

Chat Box
Were you ever a student and you took a test
that you thought wasnt fair?
How did that make you feel?

Chat Box
Were you ever a student and you took a test
that you thought wasnt fair?
How did that make you feel?

Chat Box
How can we use assessment to motivate
students?

Assessments and Motivation

1. Appreciate your students hard work
2. Use assessments to build rapport with

students and build their self-esteem

3. Personalize feedback and assessment when
possible; provide specifics
4. Assess strengths as well as weaknesses
(Fengying, 2003)

Assessments and Motivation

5. Combine formal and informal assessments
Formal
Tests/quizzes (multiple choice, short answer)
Essays

Informal
Discussions/debates
Role plays
Matching activities/games
Portfolios

Assessments and Motivation

6. Use Objectives-Referenced Assessment
Assessments and grades based on lesson
objectives
Precise grading and comments
Students less likely to question grading

Students evaluate their own learning

Writing Tests3 Tips

1. Identify what you think the students need to
know
Observable? Measureable?
Dont start with the test questionstart with the
concept

CONCEPT

Question

Writing Tests3 Tips

1. Identify what you think the students need to
know
Observable? Measureable?
Dont start with the test questionstart with the
concept

CONCEPT

Target Vocabulary

Question

Writing Tests3 Tips

1. Identify what you think the students need to know
Observable? Measureable?
Dont start with the test questionstart with the concept

2. Choose the question type

Multiple choice
Short answer/Essay
Ranking
Open-ended

3. Choose the thought process type

Memorized information, main idea vs. supporting idea,
application, inference

Inference Question
Bobby came home
and slammed his
books on the table,
shouted at the cat,
and pushed his
brother. Which of
these is a picture of
Bobby?

Inference Question
Bobby came home
and slammed his
books on the table,
shouted at the cat,
and pushed his
brother. Which of
these is a picture of
Bobby?

Students need to know?

Bobby came home
and slammed his
books on the table,
shouted at the cat,
and pushed his
brother. Which of
these is a picture of
Bobby?

Students need to know?

Bobby came home
and slammed his
books on the table,
shouted at the cat,
and pushed his
brother. Which of
these is a picture of
Bobby?

Does the item test what you want it to?

Concept
2

MAIN
CONCEPT
Concept
1

Question

Is this a fair question?

Bobby came home
and slammed his
books on the table,
shouted at the cat,
and pushed his
brother. Which of
these is a picture of
Bobby?

Test what you want it to?

Be sure its a language test:
Not a memory test of general knowledge

Not a test of background knowledge

Make sure students know the content
Dont make listening passages too long

PollPlease choose the best answer

A good test question is one that:
1. Students can answer because they already knew the
information, not because they read or listened to the
information in the test passage
2. Students can guess correctly based on the distractors,
even if they dont really know the answer
3. Only students who know the answer get it right
students who dont know the answer pick a distractor
4. All of the above
5. None of the above

Poll Answer
A good test question is one that:
1. Students can answer because they already knew the
information, not because they read or listened to the
information in the test passage
2. Students can guess correctly based on the distractors,
even if they dont really know the answer
3. Only students who know the answer get it right
students who dont know the answer pick a distractor
4. All of the above
5. None of the above

Example #1
Q: What is the meaning of the following
sentence: He used to smoke cigarettes.
a.
b.
c.
d.

He is used to cigarettes.
He smoked before, but he doesn't now.
He usually smokes cigarettes.
He used two cigarettes.

Example #1
Q: What is the meaning of the following
sentence: He used to smoke cigarettes.
a.
b.
c.
d.

He is used to cigarettes.
He smoked before, but he doesn't now.
He usually smokes cigarettes.
He used two cigarettes.

Answer? What is this testing?

Example #1
Q: What is the meaning of the following
sentence: He used to smoke cigarettes.
a.
b.
c.
d.

He is used to cigarettes.
He smoked before, but he doesn't now.
He usually smokes cigarettes.
He used two cigarettes.

The item tests students understanding of the

meaning of used to.

ChatWhat does the student

have to know to get correct?
Q: What is the meaning of the following sentence:
He used to smoke cigarettes.
a.
b.
c.
d.

He is used to cigarettes.
He smoked before, but he doesn't now.
He usually smokes cigarettes.
He used two cigarettes.

What does the student have to

know to get correct?
Q: What is the meaning of the following
sentence: He used to smoke cigarettes.
a.
b.
c.
d.

He is used to cigarettes.
He smoked before, but he doesn't now.
He usually smokes cigarettes.
He used two cigarettes.
Do you think these are effective distractors?

Example #2
Listen to the following dialogue and then choose
the correct sentence from the list below.
Question: Where are the horses?
a. beside the barn
b. behind the cows
c. in the back of the barn
d. around the food

What do they have to know?

It is a nice day on the farm. The animals are all
outside getting ready to eat. The farmer is
looking for the horses. After walking around, he
finally finds them behind the barn, next to the
cows.
Question: Where are the horses?
a. beside the barn
b. behind the cows
c. in the back of the barn
d. around the food

Listening Text
It is a nice day on the farm. The animals are all
outside getting ready to eat. The farmer is
looking for the horses. After walking around, he
finally finds them behind the barn, next to the
cows.
Question: Where are the horses?
a. beside the barn
b. behind the cows
+ pronunciation
c. in the back of the barn
d. around the food

True or False Poll

Teachers should write distractors (wrong answers for
multiple choice) that try to trick students

True or False Poll

Teachers should write distractors (wrong answers for
multiple choice) that try to trick students
FALSE

ChatWhats the Answer?

Is this a fair test question?
Do you know that Washington, D.C., the capital
of the United States, ______ by a mayor?
a.
b.
c.
d.

Is headed
Headed
Was headed
Heads

ChatWhats the Answer?

Is this a fair test question?
Do you know that Washington, D.C., the capital
of the United States, ______ by a mayor?
a.
b.
c.
d.

Is headed
Headed
Was headed
Heads

Not a good test question

Poll- True or False

When I grade a listening test fill-in-the-blank
question, I should grade spelling.

Poll- True or False

When I grade a listening test fill-in-the-blank
question, I should grade spelling.
False, unless youre specifically testing spelling of
those words and students were told to study
spelling

Distractor Practice
Test Question: Which picture matches the
following sentence? The baby is crying.

What is this item testing?

Test Question: Which picture matches the
following sentence? The baby is crying.

What is this item testing?

1. Progressive tense?
Man is playing, baby is crying, cat nothing
NOT a good question

What is this item testing?

1. Vocabulary?
NOT a good question

What is this item testing?

Which picture best matches the following
sentence? The baby is crying.
A:

B.
Monday

Tuesday

C.
Monday

Tuesday

Which grammar matches each picture?

1. The baby cries in the evening.
2. The baby is crying.
3. The baby cried yesterday/sometimes cries.
A.

B.
Monday

Tuesday

C.
Monday

Tuesday

Which grammar matches each picture?

1. The baby cries in the evening.
2. The baby is crying.
3. The baby cried yesterday/sometimes cries.
A.

B.
Monday

Tuesday

C.
Monday

Tuesday

Multiple Choice Review

Item actually tests what you want it to.
Dont ask for more than is necessary for what
you want to test.
Write the item so that the students who
know the material get it correct, and the ones
you dont get it incorrect.

Thank You!
Dawn Bikowski