فهرست نشریات علمی دسترسی آزاد ایران

Corrective feedback (CF) is widely recognized as vital in second language acquisition, yet the evolution of teachers' beliefs about CF across experience levels remains insufficiently explored in the Iranian EFL context. This explanatory mixed‑methods study examined whether significant differences exist between novice and experienced teachers' beliefs regarding CF, and explored their views on types and effectiveness of strategies. Sixty Iranian EFL teachers completed a 36‑item questionnaire assessing beliefs about explicit correction, recasts, clarification requests, and repetition, followed by semi‑structured interviews with six teachers. Quantitative data were analyzed using t‑tests, while qualitative data underwent inductive thematic analysis. Results revealed statistically significant differences. Experienced teachers demonstrated a flexible, context‑aware orientation, adapting strategies based on learner proficiency, task demands, and instructional goals, prioritizing errors that hindered communication over comprehensive correction. Novice teachers favored a uniform approach with explicit, immediate correction of all errors to ensure standardization. Both groups acknowledged the value of immediate and delayed feedback depending on context. The findings carry implications for feedback pedagogy, pre‑service teacher training, and in‑service professional development.