It is quite common learners make errors while they are practising the English language in interaction activities with their classmates. This means that they are processing the foreign language and using it to communicate. Despite the fact that some learners are aware of making grammatical errors and using incorrect vocabulary, they have the ability to identify and self-correct them instantly. Activities, which students have to use the FL, give them the opportunity to enhance their capacity to identify errors, through listening to classmates’ errors. But others need teachers’ help to notice of them. Here teachers play an important role since it is not appropriate to correct all students’ errors, especially on spoken activities because they could kill the activity’s dynamic. Therefore, they have to select what kind of errors must be corrected and when is the best moment to explain, I mean before going on to a new activity or at the end of the lesson.

Another factor should be taking into account is the way teachers address and explain the errors.  Students with low confidence are more vulnerable to be corrected in front of the whole class and they get negative in their language ability. Instead of correcting frequently, teachers should use positive comments and praise them when children dare to communicate. Therefore, the teacher has to give positive feedback and encouragement them. Overall creating a good atmosphere where they feel comfortable to speak to and not to be afraid of making errors.

To sum up, there are many factors to taking into account to correct oral errors, such as a variety of techniques like repeating with correction or echoing, etc., but the most important thing is students could learn from them and become fluent and accurate in the communication process.