THE EFFECTIVENESS OF ERROR CORRECTION TECHNIQUES USED IN NON-ENGLISH MAJOR CLASSES

Education

This paper investigates the effectiveness of error correction techniques in addressing pronunciation errors resulting from first-language transfer among Vietnamese EFL learners. The study reports the implementation and outcomes of a six-week classroom action research project involving 100 first-year non-English-major students at Dong Nai University. Conducted by the classroom teacher as researcher, the project employed a variety of error correction techniques to increase learners’ awareness of problematic pronunciation features and promote greater pronunciation accuracy. The intervention focused on helping students recognize and overcome pronunciation errors influenced by the Vietnamese language. Findings revealed positive student perceptions of the corrective activities and demonstrated noticeable improvements in pronunciation accuracy and overall speaking performance. The results suggest that systematic error correction can effectively reduce pronunciation errors caused by first-language transfer and contribute to speaking improvement among non-English-major students in an EFL context.

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