By having their errors addressed on the spot, students realize that an error has been made, and may even desire such correction (Cathcart & Olsen, 1976; Chenoweth, Day, Chun, & Luppescu, 1983). However, there is certainly no guarantee that the learners have grasped the meaning nor understood the gravity of the error. Additionally, the flow of communication in the target language has been temporarily interrupted, and can be delayed further when classroom codes of interaction require that the learner acknowledge the error, listen to an elaboration by the teacher, and repair the error, even if this takes a number of attempts by the student (Chaudron, 1988). Furthermore, if language learners constantly receive corrective feedback, they may become discouraged, frustrated, and even lose enthusiasm for speaking in the TL (Chastain, 1975; Vigil & Oller, 1976).