SHOULD TEACHERS CORRECT EVERY SPEAKING MISTAKE?

The article explores whether teachers should correct every speaking mistake made by English language learners. Drawing on linguistic research and classroom experience, it examines the advantages and disadvantages of immediate error correction and highlights the importance of balancing fluency and accuracy. The paper discusses selective and delayed correction techniques that help students improve their language skills without reducing confidence or motivation. The author concludes that mistakes are a natural part of language learning and that effective feedback should support communication rather than interrupt it.