Correct or not to correct, time to shift to the third option!

Abstract

This talk looks into the long lasting controversial issue of giving corrective feedback on students’ language production, either written or spoken, and explores the highlighted role of context in which teaching/learning is happening. To highlight the role of the context gives more autonomy to non-native language teachers to decide when, where how, and by who their students should receive feedback in order for them to improve in writing and speaking skills.