Dealing with students’ utterances in the classroom may be a foggy territory. Some teachers are more inclined to correct learners on the spot without taking into consideration that maybe, by drawing students’ attention to the errors they make, teachers may interrupt the flow of the task and students may feel down or even tantalisingly believe that accuracy is the only factor at stake. This article aims to shed light on correction and learners’ utterances improvement as a tool for interlanguage development. When mistakes do not hinder communication or when students’ speech is beyond their linguistic limits, a correction slot could be more enticing. This is even more relevant when other factors such as affective filter, students’ involvement in the correction process and studentstudent interaction is taken into account.
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