TURNING ERRORS INTO A LEARNING RESOURCE IN ENGLISH LANGUAGE TEACHING: AN ERROR-BASED ADAPTIVE APPROACH

This article examines how learner errors in English as a Foreign Language (EFL) classrooms can be interpreted not merely as incorrect answers but as diagnostic evidence of individual learning needs. Drawing on scholarship on error analysis, corrective feedback, and formative assessment, the article proposes a five-stage adaptive methodological model: identification, classification, explanation, adaptation, and reassessment. The model involves recording grammatical, lexical, phonological, and pragmatic errors, evaluating their recurrence and communicative impact, and then selecting targeted exercises. Its practical contribution lies in linking error analysis systematically to subsequent pedagogical decisions and proposing a mechanism for engaging learners in independent error correction. The paper is conceptual and methodological in nature; it does not report results from an experiment that has not been conducted.