You want to encourage your students to speak freely but they make many mistakes. How can you correct their mistakes while encouraging their speech?

The constant dilemma: to correct and encourage accuracy or not to correct and encourage fluency. Interrupting your students when they make mistakes risks making them nervous and hesitant speakers. Not doing so may deprive them of a valuable learning opportunity.
In general, it is often worth avoiding interrupting students as much as you can. Immediate correction can be useful when you are interacting with the class but when students are involved in pair or group activities, delayed correction is better. Listen while the students are working and make mental notes of the most important mistakes. Let them complete the activity. Then you draw attention to the mistake and invite the student to correct it. Most mistakes in speaking are what we call 'slips'. Slips are mistakes which the student can correct if you draw attention to the mistake.
The techniques below may be used for both immediate and delayed correction.

1. Asking for repetition without indicating the mistake.Many teachers use a rolling movement of the hand to ask the student to repeat without indicating where the mistake falls. In many cases students will be able to self-correct when you have indicated there is a mistake.

2. Drawing attention to mistakes and prompting self-correction.Many teachers use their fingers to indicate the position of mistakes and prompt the student to self-correct.

3. Peer correctionSometimes the student cannot self-correct (although they should always be given the opportunity). In this case you can prompt another student to provide the correction. After doing this, return to the original student to get the self-correction. Beware of allowing two or three students in the class to become the ones who always provide peer correction. Correction of mistakes should be a task shared by all the students in the class.

- Use the word: I think it would be better if you will use "(correct word)" instead. This way the stud may not be offended.

- to make notes of their mistakes n corrrect them later because while speaking interruption make them confused and they might forget their other worlds too.

- I think it's important that the learner himself has the time to monitor what he was saying – perhaps he finds the mistake on his own – that would be best. If not, I would summarize what he was saying or asking a question using the correct word/ word order/ grammar

- to correct my students when they finish and then give some quiz about the mistakes that they made… I think it is effective because on the next day they were avoiding to make those mistakes.

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