Amir Mahdavi Zafarghandi - P.h.D- Department of Social Sciences, Faculty of Humanities, University of Guilan,Rasht, Iran
Davoud Abedi - M.A- Department of Social Sciences, Faculty of Humanities, University of Guilan,Rasht, Iran.

In an attempt to learn more about Iranian EFL learners’ opinions towards their teachers’actual error correction practices, this study tried to investigate Iranian EFL learners’ opinionsabout their teachers’ error correction practices and also to see what kind of feedback (direct orindirect) their teachers applied during oral error correction in this research context. To this end,one self-reporting corrective feedback questionnaire and an observation chick-list were used tocollect the related data in this regard. The rating scale of the questionnaire was a five point Likertscale. After data analysis, the results indicated that the Iranian EFL learners’ opinions aboutcorrective feedback were not in line with their teachers’ actual error correction practices, thatthey wanted to receive corrective feedback indirectly but their teachers provided it directly.Therefore, the implication of this study can be that EFL teachers should take into account theirlearners’ opinions about oral corrective feedback strategies that they use during classroominteraction.

Iranian EFL learners; opinion; oral corrective feedback; teachers’ practice