An Investigation into Teachers’ Feedback on Learners’ Errors: Gender and Teacher Experience

Abstract

This study seeks to scrutinize how Iranian EFL teachers correct learners; in other words, the speech act of
correction they employ when providing feedback on learners’ errors is examined in this study. Due to the fact that
teachers are different considering their gender and teaching experience, these two variables are taken into account in the
current research. To achieve this purpose, a questionnaire was distributed among 180 Iranian EFL teachers of both
genders (male and female), with different teaching experiences (0-5, 5-10, and above 10 years). At the end, teachers’
responses to each option were transformed into tables and bar graphs displaying their frequency to be analyzed
afterwards. Finally, the results were discussed and some suggestions were made.