This study looks at corrective feedback types used by Iraqi university teachers of English as a foreign language (EFL) in addressing their students’ pronunciation errors. Corrective feedback has become a significant notion in EFL learning as it is seen as a facilitator to enhance L2 learning. Corrective feedback basically refers to any feedback provided to the learner containing evidence of learner error of language form. This study investigates the corrective feedback types used by Iraqi university teachers in EFL classrooms at the university level to see whether there are quantitative differences in the preference of any corrective feedback types. Data of the study gathered from EFL classrooms obtained from observations of the first-year classrooms of the English department of four private colleges, namely: Al-Nisour University College, Al-Bani University College, Al-Farahidi University College, and Al Turath University College. The methodology depends on frequency analysis of corrective feedback types employed. The corrective feedback type that was used, the most was the correct form, followed by repetition and recasts, some form of elicitation and then body language, and finally negative evidence.

http://dx.doi.org/10.14500/icelc2019.efl132