‘Corrective Feedback and the Story of EFL Teacher’s Experience’ by Javad Gholami & Khorshid Mousavi

Abstract

The present study was concerned with exploring the frequency of corrective feedback types given by novice and experienced female teachers working with young learners and compared it with those of elementary classes for adults. To this end, oral corrective feedback was tracked in 6 young and 6 adult EFL classes involving 48 hours of classroom interactions between experienced and novice Iranian teachers and their learners. The results indicated that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. This study found an overwhelming tendency in both groups of teachers to use recasts in an error treatment sequence. The findings also revealed that every teacher owned her particular and unique method in error-correction. Despite the fact that novice and experienced teachers ignored a large number of errors especially in young learners’ classes, experienced teachers addressed them in their later instructions more often than their novice counterparts. Further results and implications are discussed in the study.

Keywords: Corrective feedback, experienced EFL teachers, novice EFL teachers, young and adult EFL learners

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