Types of Errors and Corrective Feedback used among Iranian EFL learners of elementary and advanced levels: a comparative study

mansooreh amiri


The purpose of this study was to examine the differences between Elementary and Advanced level English students in terms of the types of errors they commit in their language classes and also the types of feedback provided to them by their teachers. The data base was drawn from transcripts of audio recordings made in 8 English classes at the elementary level (taught by 4 teachers) and 8 classes at the advanced level(taught by 4 teachers). The total number of 132 error sequences immediately followed by a corrective feedback type was analyzed. The coding scheme was adopted from Lyster (2001) which classified errors as grammatical, lexical and phonological. Feedback types were coded as recast, explicit correction, repetition, elicitation, metalinguistic clues and clarification request. Results of descriptive statistics illustrated that there are some differences between advanced and elementary groups regarding the types of errors produced by learners and types of feedback provided by teachers but inferential statistics showed that these differences are not statistically significant.

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