Exploring Teachers’ Attitudes Towards Students’ Errors and Effective Corrective Feedback Strategies in EFL Teaching: A Case Study of a Vocational High School in China

Mistakes are an inseparable element of the language acquisition journey, partic-ularly within the English as a Foreign Language (EFL) setting, so this study ex-plored teachers' stances regarding students' mistakes and put forward practica-ble corrective feedback approaches based on a case study carried out at a voca-tional high school in Nanchong, China, where students frequently demonstrated restricted English competence, and by combining theoretical models like the Interaction Hypothesis and Affective Filter Hypothesis with classroom observa-tions, the research emphasized the significance of nurturing a positive outlook on mistakes, encouraging self-correction, and utilizing peer feedback, and the results indicated that indirect correction methods (for instance, recasts and prompts) and positive reinforcement lessened foreign language anxiety while fostering students' autonomy and self-assurance, and the findings underlined the effectiveness of indirect correction and positive reinforcement in promoting autonomy, providing practical suggestions to turn mistakes into learning chances for low-proficiency learners.