This study investigates the impact of self-correction on English as a Foreign Language (EFL) students’ comprehension ability. The research focuses on third-year students at the Faculty of Education at the Islamic University, examining their perspectives on self-correction, language proficiency, confidence levels, and prior learning experiences. The study aims to understand if self-correction leads to greater improvement in comprehension compared to relying solely on teacher correction. Strategies for identifying errors include comparing outputs with model answers, using grammar checkers, and fostering a learning culture. The study explores students’ perceptions of self-correction, focusing on how it helps them learn a language independently. While many view self-correction as a way to improve, some students feel insecure due to fear of not understanding their mistakes or repeating them. This is particularly true for English as a Foreign Language (EFL) students who may struggle with self-correction due to their lack of knowledge about grammar or syntax, fear of teacher feedback, and cultural expectations. To address these issues, the study suggests teaching students how to identify mistakes, using dictionaries and grammar checks, creating an environment where mistakes are seen as opportunities for learning, and praising students for their efforts. The study suggests starting with guided self-correction and gradually reducing reliance on prompts to encourage independence.

Keywords: English Foreign Language, self-correction, students comprehension.