Correct now or later? Plan feedback for a speaking lesson

Decide what the speaking task is for

Before correcting every spoken error, identify the purpose of the activity. Are learners practising a particular form accurately, or trying to communicate a message with the language they can use? The answer gives you a starting point for feedback rather than an automatic rule to interrupt or remain silent.

The British Council’s Error Correction 2 resource distinguishes immediate and delayed techniques. It discusses whether an error affects communication, the lesson’s accuracy focus and learners’ reactions, and describes noting errors for later feedback. This is an original practical explainer informed by that resource, not a newly issued teaching requirement.

Try a narrow feedback plan

TeachAtlas proposes this example: learners describe a memorable journey to a partner. Before starting, choose one feature to listen for and explain that the discussion will be followed by brief language feedback. During the exchange, note a few useful examples without attaching names.

Afterwards, present two invented or anonymised sentences that illustrate the pattern you heard. Ask learners to suggest improvements, then give them a short opportunity to repeat part of the task. This is a planning example to adapt to your learners, not a claim that delayed correction is always preferable.

Allow for communication breakdown

If a listener cannot follow the message, a brief clarification may be more helpful than waiting until the end. Conversely, interrupting a learner repeatedly may distract from the task you set. Ask your mentor or supervising teacher how feedback is normally handled in that class and what support particular learners need.

Language assistants should agree their role with the class teacher. A qualified teacher leading the lesson may have different responsibilities for assessment and records. Neither situation requires public ranking of learners by the number of mistakes they make.

Evaluate one change

After the lesson, note whether learners used the feedback in the repeated task. Record a small adjustment for next time, such as reducing the number of points discussed or modelling one example more clearly. Avoid collecting audio or personal learner data merely to review your own performance; follow the school’s approved procedures if recording is proposed.

A useful feedback plan links an observable learning goal to a manageable response. It should help learners do something differently, rather than turn every speaking activity into an exhaustive error list.

Understand assistantships, eligibility and current-cycle checks.

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