A Comparative Analysis of Error Correction Techniques in Second Language Acquisition: Efficacy and Pedagogical Implications

Abstract

The present study investigates the efficacy of various error correction techniques in second language acquisition (SLA), focusing on the impact of explicit versus implicit corrective feedback. Employing a mixed-methods approach, we conducted a quasi-experimental study with 120 participants enrolled in language courses across three European universities. Quantitative data was gathered through pre- and post-tests measuring grammatical accuracy, while qualitative insights were obtained through participant interviews and classroom observations. Findings reveal that explicit feedback significantly enhances grammatical accuracy, with an average improvement of 25% compared to implicit feedback. Moreover, qualitative data indicates that learners benefit from a deeper understanding of language rules when exposed to explicit correction techniques. This study contributes to the existing literature by providing robust evidence of the pedagogical implications of different error correction strategies in SLA contexts, suggesting that educators adopt a more systematic approach to feedback mechanisms in language teaching.