Abstract
This integractive literature review aims to improve the quality of language teaching through the systematic analysis of error correction strategies releted to pragmatic competence. In current language teaching practice, progmatic competence often does not receive sufficiente attention, as priority is given to correcting grammatical and lexical errors. However, saccess of oral communication is not based solely on linguistic structures, it requires the appropriate use of speech acts within their social and cultural contexts. In this article, the authors review 20 academic articles published between 2020 and 2025 in the Scopus and Web of Science databases. Based on these studies, pragmatic errors correction strategies, including direct, indirect, and metapragmatic approaches, are examined comparatively. At first, the collected literatures were coded through critical analysis, and then the common trends and contradictions that take place in the corrective strategies of teachers were identified. The results of the study showed that the methodological models currently in use have limitation in their adaptation to multicultural contexts. In this regard, the article presents a pedagogical structure based on intercultural flexibility to improve the quality of pragmatic learning. The proposed structure is recommended for use in language courses and multilingual educational institutions and can be used to improve teacher training programs. Based on the shortcomings identified in this study regarding correction and feedback, the authors propose the Culture-Adaptive Pragmatic Correction Frame (CAPCF) model that adapts to the culture. The model considers pragmatic error correction to situational diagnostic context, learner factors, and coping strategies and is seen as culturally based decision-making.