Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience

Adem Soruç, Dogan Yuksel, Jim McKinley, Trevor Grimshaw

Research output: Contribution to journalArticlepeer-review


This study highlights critical factors influencing English as a Foreign Language (EFL) teachers’ decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers’ individual differences–namely educational background, teaching experience, and additional training–and their decisions regarding OCF. EFL teachers in three Turkish universities each had three hours of their speaking classes recorded. A thematic analysis of stimulated recall interview data revealed that teachers’ decisions were influenced by learner-related, contextual, and teacher-specific factors. The teachers stated that they provided OCF because they believed that learners expected it. Learner-related factors such as emotions and low proficiency served as deterrents to OCF. Regarding the contextual factors, institutional expectations motivated the provision of OCF, while the nature of activities dissuaded teachers from administering OCF. The teacher factor most commonly cited as a stimulus for providing OCF was the inclination to elicit the correct form from students. The teachers were reluctant to provide OCF because they favoured delayed feedback at the end of the activity or lesson. Regression analysis of the video data revealed that only teaching experience contributed significantly to teachers’ decision-making. The role of teaching experience is discussed, and suggestions are made regarding the provision of OCF.

Original languageEnglish
JournalLanguage Learning Journal
Early online date8 Apr 2024
Publication statusE-pub ahead of print - 8 Apr 2024

Data Availability Statement

Data are not currently available in a depository. However, the authors would happily share it via contact email if requested.


  • classroom-based research
  • EFL
  • Oral corrective feedback
  • teachers’ decisions
  • teachers’ individual differences
  • teaching experience

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language


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