ERROR TOLERANCE PEDAGOGY: THE EFFECTS OF DELAYED ERROR CORRECTION ON SPEAKING CONFIDENCE AND FLUENCY IN EFL LEARNERS
Abstract
This article examines the pedagogical concept of error tolerance with a specific focus on delayed error correction and its effects on speaking confidence and fluency among learners of English as a Foreign Language (EFL). In communicative language teaching, excessive immediate correction has been shown to negatively affect learners’ willingness to speak, increase anxiety, and reduce fluency. Drawing on established methodological studies in Uzbek applied linguistics and foreign language pedagogy, this paper analyzes how delayed corrective feedback supports affective factors, promotes uninterrupted speech production, and enhances communicative competence. The study synthesizes findings from classroom-based research, methodological manuals, and empirical observations reported in Uzbek academic sources. The results confirm that delayed error correction contributes positively to learner confidence, oral fluency, and participation, particularly at intermediate proficiency levels.