Mezbache, Aya LamisMerrouche, Sarah2022-10-092022-10-092022http://hdl.handle.net/123456789/13537Although corrective feedback is an effective instrument used for teaching and learning purposes, it is considered by many scholars as a negative type of feedback because it threatens the face of the addressee. Politeness and its strategies are universally known to be able to soften these types of threatening acts. This study attempts to investigate teachers' use of politeness strategies in corrective feedback provided to their EFL students during Oral Expression sessions in the Department of English at Larbi ben M'hidi University, Oum el Bouaghi. The study also attempts to shed light on the different types of politeness strategies used, the attitudes teachers have towards these strategies and the reactions their students make. Brown and Levinson's Politeness Theory (1987) was adopted. The study is based on the qualitative research method in which a series of eleven (11) classroom observation sessions were conducted, and twenty six (26) questionnaires were administered to teachers of Oral Expression in order to examine the use of politeness strategies when delivering corrective feedback. For the analysis of data, the statistical package of the social sciences program was used to treat numerical data, and qualitative content analysis was resorted to to explain and describe qualitative data. The main findings show that all the teachers of oral expression use politeness strategies when providing corrective feedback. Indeed, the results of the teachers' questionnaires and classroom observation indicated that teachers provided corrective feedback using different types of politeness strategies, mainly Positive, Negative and Bald on Record politeness strategies, and avoided using Off Record politeness strategies. Most of their students reacted positively to that. To conclude, integrating politeness strategies in corrective feedback has positive effects on the teaching and learning journey.enCorrective feedbackPolitenessPoliteness TheoryOther