Corrective feedback is an inseparable part of every language class all over the world, as a result it is one of the most controversial aspects of language to attend. A plethora of studies conducted in this area showed us that giving feedback based on sociocultural theory could help students be less dependent on the teacher to correct their mistakes; in other words, when students received scaffolded feedback, they were able to self-correct more often. This study aimed to find out the difference between novice and experienced teachers regarding feedback provision based on Sociocultural theory. Also, the effectiveness of sociocultural theory-based feedback was another issue to be addressed in this study. One important reason for carrying out this study was to observe the actual practice of feedback provision by teachers. Furthermore, this study removed the focus from students and put the emphasis on teachers, unlike most studies carried out in this area. To conduct this study, three novice and three experienced teachers participated. Their classes were audio-recorded and later transcribed. The feedback episodes were then separated for further analysis. The results suggested that experienced teachers provided less scaffolded feedback than novice teachers. Regarding the effectiveness of the provided feedback, as expected, scaffolded feedback turned out to be more effective than other feedback types.
