A Comparative Study of Corrective Feedback Strategies in Writing Used by Novice and Experienced Teachers

Abstract

Feedback as a strategy has come to play an eminent role in improving students’ writing skill. Based on this consideration, this study aims at casting light on the corrective feedback strategies used by both novice and experienced teachers while teaching writing in Laabani Ahmed, Dakhli Mokhtar and Kiamouch Farhat Secondary Schools, in Taher, Jijel. To achieve this aim, two main research tools, namely a classroom observation and a questionnaire, were devised and implemented with four novice and four experienced teachers. The findings showed that novice and experienced teachers make use of written corrective feedback strategies differently. That is, experienced teachers are more disposed to use the educational ideology learner-centeredness while correcting students’ written errors than novice teachers. Finally, it can be said that the use of written corrective feedback strategies relates to a large extent to the teaching experience, rather than the educational training