ERROR CORRECTION BETWEEN EFFICIENCY AND MOTIVATION: MODERN APPROACHES TO FOREIGN LANGUAGE TEACHING

Abstract

Over the past few years, many teachers and scholars have started to look more closely at how various ways of handling students’ mistakes affect both their learning progress and their desire to keep using the language. The present paper looks at this issue through the lens of classroom interaction, arguing that correction should be understood not as a form of grading, but as a kind of cognitive and emotional scaffolding that helps learners notice patterns and gain control over their own language use. Drawing on theoretical works by J. Truscott, D. Ferris, R. Ellis, R. Lyster, S. Li, and leading Ukrainian scholars such as S. Nikolaieva, O. Tarnopolskyi, and V. Fylypska, the analysis traces how attitudes toward corrective feedback have evolved from formal accuracy to formative assessment and learner autonomy. Two tables included in the study outline how approaches to feedback have changed over time and place different techniques side by side. They show, in a concise way, how each method works for accuracy, motivation, and the learner’s growing awareness of language use. The two tables make it easier to see how different kinds of feedback have evolved and how each approach works in real teaching practice. They show that correction is most productive when it grows naturally out of classroom talk and when students experience it as part of joint learning with the teacher rather than as a form of criticism. In this view, instructors can mix direct, indirect, and metalinguistic feedback as needed, adjusting it to the learner’s level and emotional comfort. The study adds to current methodological debates by describing the key features of a balancedcorrection model, one that joins precision with confidence and reflects today’s humanistic, competence-based understanding of language education.