Idea — Feedback on speaking is either immediate (on-the-spot correction) or delayed (after the task). In freer tasks, delay is usually preferable — it protects fluency.
Example — During a role-play, collect errors without interrupting. After, write them on the board anonymously and ask the class to correct them.
Try — During a speaking task, note five errors. Put them on the board at the end. Which do students spot? Which do they self-correct?
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