Mohammad Rahimi - Qeshm Branch, Islamic Azad University, Qeshm, Iran
Shahram Afraz - Qeshm Branch, Islamic Azad University, Qeshm, Iran
Amin Karimniya - Fasa Branch, Islamic Azad University, Fasa, Iran

The current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, ۱۵۰ male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least ۱۲۵ participants (۵ participants per item included in the final version of TPCF). The participants were aged from ۲۷ to ۳۸ years old.  Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher in the field. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented. These findings have some implications for EFL teachers, learners, curriculum designers, and researchers.  

Corrective feedback, Designing and validating, The EFL teachers’ perceptions of CFs (TPCF), TPCF questionnaire