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Exploring teachers' cognitions is a significant endeavour, as teachers' cognitions inform their classroom practice, and, in turn, their cognitions are influenced by their teaching experiences. This study explored the differences between novice and experienced non-native English-speaking teachers' cognitions about corrective feedback (CF) in teaching English oral communication. Data were collected from 20 novice and 20 experienced teachers through a questionnaire and follow-up interviews. Results show statistically significant differences between the two groups. Teachers' personal experiences influenced their cognitions about the necessity of CF and the effectiveness of different CF types and timing. Interview data show teachers' teaching experiences raise their awareness of the role of mediating factors, namely learner factors, error frequency, types, and severity, target form difficulty, instructional focus, and task …