Noticing is the necessary attention that learners give to language in order to learn (Schmidt, 2001). Self-correction is evidence of noticing and a tool for language learning. Previous research has suggested that speakers focus on meaning during speech production, and language learners likely need an opportunity post-production to correct form-focused corrections. Some research has found that self-initiated self-correction improves future language performance and that practice improves learners' ability to self-correct. Yet, little is known about how learners use this tool across tasks and over time. This multiple case study describes the self-correction profiles of four adult Arabic L1 learners in an intensive English program. The pedagogical task included a two-minute monologic speech and subsequent correction activity, repeated seven times over three academic semesters, to examine how selfcorrection might differ during-production from post-production and change with increasing proficiency. We examined three types of self-correction: during-production corrections, abandoned utterances, and post-performance correction notes, analyzing correction focus and outcome. This triangulation revealed different noticing profiles, challenging existing assumptions about language performance. We suggest a multidimensional framework of self correction: attempt frequency, timing, correction focus, outcome, and change to study language learner self-correction.