Lecturers' Strategies in Responding to Students' Spoken Errors in Higher Education EFL Classrooms
Keywords
Lecturer Strategies, Oral Error Correction, Spoken Errors, EFL Classrooms, Larsen-Freeman And Anderson Framework, Higher EducationAbstract
Abstrak: Correcting spoken errors plays an important role in helping university students develop their English-speaking skills, especially for first-year non-English major students. This qualitative study explored the strategies used by an EFL lecturer in responding to students' spoken errors during English classes at STIA Amuntai. Data were collected through five classroom observations, video recordings, field notes, and semi-structured interviews with both the observed lecturer and first-year Public Administration students. The collected spoken errors and response strategies were analysed using the language teaching framework by Larsen-Freeman and Anderson (2016). The findings showed that students made three main types of spoken errors: phonological, grammatical, and lexical errors. In response, the observed lecturer used a variety of corrective strategies from different teaching methods such as self-correction prompts (Direct Method), clarification requests (Communicative Language Teaching), explicit corrections (Grammar-Translation Method), non-verbal gestures (The Silent Way), and recasts (Community Language Learning). The choice of strategy was heavily influenced by the error type and the students' feelings, particularly language anxiety. This study shows that combining flexible error correction strategies helps maintain accuracy while building students' speaking confidence.
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