To be welcomed or not to be: Errors and correction feedback in the second language classrooms of Arabic colleges in Kerala

Starting with the traditional audio-lingual method of didactic instruction, teaching methods have changed over time by using different techniques and different teaching and learning tools. Since changes to the input and interactional activities are the core of any learning and teaching process in a classroom, input and output modifications have been the focus of serious experimental research in the field. Even though a lot of studies talk about the role of feedback and correcting mistakes in the teaching process, not many of them actually do an experiment to find out how much feedback and other similar inputs help boost motivation and confidence in the process of learning a second language. This paper is an attempt to discuss the theories and practices of giving feedback and fixing mistakes when teaching a second language (L2), especially in the context of English-language classrooms of Arabic colleges in Kerala, India, which have been growing recently. The study mostly looks at the Hudawi and Wafy courses, which were designed and implemented in the district of Malappuram in Kerala and have a long course duration of 8–12 years at a stretch. These two curricula focus on teaching and preparing students in four or five languages, including their native language, Malayalam. These languages are English, Arabic, Hindi, and Urdu.