Does Teaching Experience Affect Type, Amount, And Precision of The Written Corrective Feedback?

Abstract

Research on corrective feedback (Brown, 2012, 2014; Evans et al. 2010; Ferris, 2014; Ferris et al., 2011; Lee, 2011) has highlighted the mediating effect of prime teacher variables. These studies indicate that “teaching experience” of L2 teachers can affect their approach towards several aspects of error correction. Primary among these aspects are manners of feedback provision (e.g. Direct & Indirect) and amount of the feedback (e.g. Comprehensive & Selective) offered by the EFL instructors. Based on the data obtained from teachers of fifteen English writing courses, this classroom-based study sought to measure the potential impact of teachers’ years of teaching experience on the perception of EFL teachers towards the type (i.e., Direct & Indirect) and amount (i.e., Comprehensive & Selective) of their written error feedback. The results showed a significant effect for teaching experience on direct manner of feedback provision perceived by highly experienced EFL teachers. Additionally, a qualitative follow up indicated that highly experienced teacher group presented technically more accurate and precise corrections than those of the other two less experienced ones. Theoretical and practical implications are discussed.