Alam, Md Zahangir2025-11-122025-11-122025-10-11Language Testing in Asia. 2025 Oct 11;15(1):58http://hdl.handle.net/1993/39451This qualitative study examined the key influences on the beliefs and approaches concerning written corrective feedback (WCF) of teachers of English for academic purposes (EAP) in Bangladesh. It fills a significant research gap concerning how Bangladeshi EAP teachers—particularly across experience levels—perceive and practice WCF, especially in relation to their understanding of writing instruction within a diverse and resource-limited higher education context. Through six interviews with experienced and novice teachers, the study explored how teacher experience affects perspectives and practices related to WCF. The findings suggest that teaching experience significantly affects beliefs about WCF because experienced teachers benefit from professional development and extensive professional networks. Furthermore, teacher education programmes and professional development opportunities do not benefit all teachers equally; novices have fewer chances, which affects their development differently from their more experienced peers. Experienced teachers—initially exposed to direct grammar-focused WCF as students—have evolved to prefer providing indirect feedback that targets broader aspects, such as content and organisation. Instead, novice teachers focus on providing direct feedback on sentence-level issues, such as grammar and spelling. Finally, it emphasises that context-aware training, institutional support, and resources are key to improving WCF and academic writing in Bangladeshi EAP programmes, with broader relevance for equitable language teaching in similar low-resource settings.engEnglish for academic purposesStudent assessmentTeachers’ beliefs and practicesWritten corrective feedback (WCF)Experienced teachersNovice teachersresearch articleThe Author(s)2025-11-0110.1186/s40468-025-00390-9