THE ROLE OF ERRORS AND FEEDBACK IN LEARNING ENGLISH AS A SECOND LANGUAGE

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Published: 2025-05-11
DOI: https://doi.org/10.55640/
Keywords:
Error Analysis, Corrective Feedback, Second Language Acquisition, ESL Pedagogy, Language Learning

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Dinora Tukhtamurodova
Student,English Philology, Uzbekistan State World Languages University

Abstract

 This paper examines the crucial role that errors and corrective feedback play in the acquisition of English as a Second Language (ESL). Through a comprehensive analysis of current research, this study explores how learner errors serve as windows into the language acquisition process and how various feedback mechanisms influence learning outcomes. The findings indicate that errors are natural and necessary steps in language development, while effective feedback strategies can significantly enhance acquisition when properly calibrated to learners' developmental readiness, affective factors, and learning contexts. This research contributes to our understanding of error treatment in ESL pedagogy and offers practical recommendations for language instructors to optimize feedback practices in diverse learning environments.

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Issue

Vol. 4 No. 4 (2025): Journal of Multidisciplinary Sciences and Innovations

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Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

THE ROLE OF ERRORS AND FEEDBACK IN LEARNING ENGLISH AS A SECOND LANGUAGE. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(4), 148-152. https://doi.org/10.55640/

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