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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERADE LICENCIATURAEN LAENSEÑANZADELINGLÉS
MEMORIADESEMINARIODEGRADUACIÓN PARAOPTARALGRADODELICENCIATURAENLA
ENSEÑANZADELINGLÉS
A DESCRIPTIVE STUDYOF ENGLISH ERROR CORRECTION
MODELS IMPLEMENTED IN THE ORALPRODUCTION OF 9TH
GRADERSAT COLEGIO TÉCNICO PROFESIONALDE POCOCI,
LIMÓN 2017
SABRINAMURILLOCOTO
ESTEBANMANZANARES QUESADA
SAN JOSÉ,SETIEMBRE2017

2. BACKGROUND OF THE STUDY
One of the leading dilemmas for educators
giving conversation groups is error correction
model. It’s always delicate to know when and if
to correct students and how to go about it.

3. JUSTIFICATION
For learners, classroom error correction is part
of a wider process of recognizing and
understanding their errors and then having
opportunities to try and try again…”Hedge
(2000).

4. PROBLEM STATEMENT
• What models are implemented within the
correction of English phonological, syntactic
and grammatical errors in the oral production
of 9th graders at Colegio Técnico Profesional
de Pococí, Limón, 2017?

5. GENERAL OBJECTIVE
• To determine models that are implemented within
the correction of English phonological, syntactic
and grammatical errors in the oral production of
9th graders aiming the development of a suitable
error correction guide for Colegio Técnico
Profesional de Pococí, Limón 2017.

6. SPECIFIC OBJECTIVES
• To identify error correction model implemented
by the teacher improving oral production.
• To determine emotional and academic effects in
students due to error correction model of the
teacher for expand their oral production.
• To recognize the importance of feedback for
improving oral production

7. SPECIFIC OBJECTIVES
• To relate the 9th graders characteristics with
the behavior on error correction recognizing
areas of improvement.
• To develop a proposal of the model error
correction in the oral production of 9th
graders.

8. VARIABLES
• Error correction model implemented by the
teacher in English oral production.
• Emotional effects in students due to error
correction model of the teacher in English
oral production.

9. VARIABLES
• Academic effects in students due to error
correction model of the teacher in English
oral production.
• Benefits of feedback after correction.
• Relation between 9th graders characteristics
and behavior on error correction

10. INSTITUTIONAL FRAMEWORK

11. THEORETICAL FRAMEWORK
• Error Correction: when error correction
"works", it does so by helping the learner
change his or her conscious mental
representation of a rule.
• Timing For Error Correction: treat them
immediately or to delay.
• Errors That Have To Be Corrected: “global”
and “local” errors.

12. THEORETICAL FRAMEWORK
• ERROR CORRECTION TECHNIQUES:
• WRITTEN
• CODIFICATION
• SELF- CORRECTION
• PEER CORRECTION
• TEACHER CORRECTION

13. TYPE AND APPROACH OF
RESEARCH
• This investigation used the Mixed Research
Approach: The data collection also involves
gathering both numeric information as well
as text information.
• Descriptive

14. SUBJECTS AND SOURCES OF
INFORMATION
• Subjects: 9th graders and English Teachers
from CTPP.
• Sources:
Primary = 9th graders and English Teachers.
Secondary = Some books, internet and thesis.

15. POPULATION AND SAMPLE
• Population: 240 students and 15 English
Teachers.
• Sample: 39 students and 3 English
Teachers.

16. INSTRUMENTS
• Observation: 3 groups and 3 teachers.
• Interview: 3 teachers. It has 18 questions.
• Questionnaire: 39 students. It has 15
questions.

17. ERROR CORRECTION MODEL
IMPLEMENTED BY THE TEACHER IN
ENGLISH ORAL PRODUCTION
It is observed at the moment of correcting
student’s errors, the teachers used the same
model which is right after the mistake or error
and the students seemed to be motivated and
comfortable with teacher’s intervention.

18. BENEFITS OF FEEDBACK AFTER
CORRECTION
• Based on the interview, teachers perceive an
improvement in classwork when they make a
recall of the feedback; they can notice
students recalling the past errors they once
have committed.

24. CONCLUSIONS
• English teachers use teacher correction when a
student commits an oral error in presentations,
role plays, interviews, in that right moment.
• Teachers must to know their students due to
they are totally different in their thinking way and
feelings, in order to avoid they get frustrated or
feel ashamed.
• Students coincide that the appropriate error
correction model brings just positive effects
academically.

25. RECOMMENDATIONS
• Selectivity in the correction of oral errors is
necessary for maintaining the pace of the class and
for avoiding the possibility of embarrassing students
with excessive interruptions.
• Teachers should have serenity, calm and confidence
when they correct students.
• Teachers can give a better feedback after
confirming the learner's level.

26. PROPOSAL OF A SUITABLE ERROR
CORRECTION MODEL AT COLEGIO
TÉCNICO PROFESIONAL DE POCOCÍ,
LIMÓN, 2017.

27. GENERALAND SPECIFIC OBJECTIVES
• GENERAL OBJECTIVE
• To establish an appropriate error correction
model in the oral production for an improving
oral performance on 9th graders.
• SPECIFIC OBJECTIVES
• To develop useful strategies for positive results
after teacher error correction.
• To demonstrate different situations in role plays
implementing oral error correction.

28. DEVELOPMENT OF THE PROPOSAL
• Strategies to obtain positive results after
teacher error correction:
• To know students personality
• Cordial relationship with the learners.
• Detect appropriate time to correct.
• Correct learners in a smooth attitude.
• Show interested for student improvement.

29. DEVELOPMENT OF THE PROPOSAL
• Role plays implementing oral error correction
Groups of 3 English Teachers are made.
Teachers have to think and selecting one
common situation related to error correction
model in the classroom and apply the
appropriate or inappropriate strategies.
After that, they have to discuss and to
determine why the strategies applied were
right or wrong.

30. COST OF THE PROPOSAL

31. SWOT OF THE PROPOSAL
• Opportunities:The principal is always open
to give permission to training.
• Threats: The schedule of the teachers
because it is a technical high school and it
has a lot of cultural activities in the week.

32. SWOT OF THE PROPOSAL
• Strengths: The teachers who are willing and
open minded to learn new things.
• Weaknesses: Some teachers do not have
the requested level of English so they cannot
provide suitable error correction

33. IMPACTS OF THE PROPOSAL
• Academic Impact: thanks to this research
students will have a better attitude to receive it
as teachers to provide it.
• Institutional Impact: This research helps to
create a pleasant relationship between
professors and learners.
• Social Impact: The principal objective is to
integrate helpful strategies which help students
to feel important, respected and enthusiastic not
just in the way that teachers point out their
errors else in the daily classes.

34. OTHERS STUDIES DERIVED FROM THE
PROPOSAL
 Implementation of innovate activities to
improve the speaking skill.
 Suitable methodology to teach speaking.
 Guidance of things teachers must and must
not do in the teaching process.