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2. Which of the ideas in exercise 5 have you tried yourself?
I always collect the most common errors, the worst ones and some funny ones (for instance, the automatic translators mistakes) and I give the students a worksheet with all them. Then, they are supposed to try to a) identify the mistake, b) if it is possible, correct it. I always encourage them by saying that if they can see the mistake, it means they understand, and that they are half-way. The problem is that sometimos, unless I highlight the mistake (in bold, underlining it…) they tend to see more mistakes than there are!
With the compositions, what I do is that I correct their compositions but I only point them the mistakes using a code (GR for grammar mistakes, WO for word order…). From there, the students have a starting point where to start to try to find out where is the mistake.

3. Do you believe it is important not to interrupt students when they are speaking in order to draw attention to their errors?
I try not to interrupt them too much, but I think it is important (also for the sake of the other students) that very common or serious mistakes are corrected the momento they are made, and that the student repeats the sentence, to make sure they hear the “correct” version.

Thanks for your comments Marta! I think your correction startegy sounds excellent, and yes, it's true that if you don't tell them where the mistakes are they start changing all the correct bits! :) As for interrupting during speaking activities: as you say, it has to be done with sensitivity: if teachers interrupt too much, sts might get demotivated and feel reluctant to speak. On the other hand teachers should be ready to jump in and help if necessary by prompting, re-phrasing etc. Apparently learners are most receptive to feedback at the moment of speaking, not later on.
Pieter