فهرست نشریات علمی دسترسی آزاد ایران

One of the important dimensions of oral error correction concerns teachers’ and learners’ preferences and attitudes in this regard. Studies have examined the views of both groups based on the belief that any inconsistency in the teachers’ preferred way of correction and that of the learners may create negative emotional reactions, reduced effectiveness of corrective techniques and demotivation in the learners. Few studies, however, have examined teachers’ perception and awareness of learners’ preferences. The present study, compared teachers’ and learners’ preferences for oral corrective feedback and examined teachers’ perception of learners’ attitudes and preferences to find out if teachers are aware of their learners’ expectations. For this purpose, 77 EFL teachers and their learners (no = 319), selected by available sampling method, filled in a questionnaire (a teacher and a student version) and their views and preferences were juxtaposed to find the possible mismatches between the two. The findings revealed mismatched preferences between learners and teachers for two feedback types. The results further revealed teachers’ misconceptions about the learners’ preferences. These findings carry important implications for language teaching practitioners as well as teacher education and development programs.