Exploring Tensions Between Novice and Experienced EFL Teachers’ Written Corrective Feedback Beliefs and Practices

The present study was conducted to identify novice and experienced Iranian EFL teachers’ beliefs towards the most effective written corrective feedback types and the most serious errors they might address while correcting students’ paragraphs and see whether there exist any tensions between what they believed and what they practiced through the methodology of preobservation interview, observation, and postobservation interview. The results revealed that for novice teachers, there were fewer tensions between their stated beliefs and observed practices, yet this tension was more obvious while interviewing experienced teachers. Some implications for language teacher education will also be discussed.