Preferred Methods of Providing Critique to Students and Teachers in the English Language Classroom

The basic objective of English language instruction is to help students achieve competency for communicative purposes while making as few errors feasible. Corrective feedback essential because how well it improves skills. connection between learners and teachers views on the forms, methods, timing corrective has not yet received attention deserves from educational researchers. Examining perspectives both in higher education, this study seeks better understand effects constructive criticism. Quantitative qualitative approaches were used by using a survey questionnaire researcher designed conducted interviews. surveys completed Google form participate follow-up interviews with Microsoft representatives. Three hundred fifty law school sophomores took part multi-method study. data surveys, interviews, discussion 10 ESL instructors. findings demonstrated that educators valued use remedial delivered verbally improve Metalinguistic feedback, immediate grammatical lexical mistakes, explicit correction recast all highlighted authors effective treatments phonological problems. Teachers thought negatively affected timely correction, but they did see preferred delayed input. From pedagogically relevant stance, these results have consequences alike.