THE ROLE OF ERROR CORRECTION IN MODERN ENGLISH TEACHING: TO CORRECT OR NOT TO CORRECT?

Abstract

In the realm of second language teaching and learning, the occurrence of errors is not only inevitable but also a fundamental aspect of the language acquisition process. Mastering a new language necessitates a significant amount of cognitive effort and sustained concentration from learners, which often leads to mistakes. Thus, comprehending the various types and frequencies of student errors is a crucial consideration for both English as a Second Language (ESL) and English as a Foreign Language (EFL) educators. This article enables instructors to devise effective instructional strategies aimed at enhancing students’ linguistic capabilities. This case study specifically investigates the frequency and types of errors encountered by learners, with the objective of identifying any potential correlations between learners-generated errors and the students’ perceived cognitive load.