Experience Matters: Iranian EFL Teachers' Beliefs on Corrective Feedback

Articles in Press

Document Type : Research Paper

Authors

1 Assistant Professor, Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran

2 PhD Candidate in TEFL, Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran

10.22034/elt.2026.72024.2858

Abstract

Abstract



Corrective feedback (CF) plays a crucial role in second language acquisition, yet how teachers’ beliefs about CF evolve with teaching experience remains underexplored in the Iranian EFL context. This study aimed to examine whether significant differences exist between Iranian novice and experienced EFL teachers' beliefs about corrective feedback and to investigate their views on the types and effectiveness of feedback. To this end, an explanatory mixed-methods research design was employed. A questionnaire and interviews examined feedback preferences among 60 Iranian EFL teachers (novice and experienced). Data were collected using a 36-item feedback preferences questionnaire and follow-up interviews with a purposeful sample of six teachers. The questionnaire examined beliefs regarding explicit correction, recasts, clarification requests and repetition. Interviews used open-ended questions to elicit rationales for views on feedback types. The quantitative analysis comprised calculating item means and an independent samples t-test. Qualitative transcripts were initially coded inductively and recoded to identify emerging themes through constant comparison. The results revealed that significant differences existed between novice and experienced teachers' questionnaire responses, and experienced teachers exhibited a nuanced approach, considering individual/ contextual factors, employing implicit/explicit strategies tailored to proficiency/ activity.

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Main Subjects

Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 08 June 2026

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