Reading comprehension is thought to be a very challenging skill for L2 (second language) learners, and defnitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. Te study took a step forward and explored the role of years of teaching experience in the provision of feedback. Te study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Tree of these teachers were novices and the other three were experienced. Te data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identifed in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added - translation and multiple feedback. Te frequency count and percentage were used to analyze the data. Te results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a signifcant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. Te implications are discussed in the study.
