Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter?


  • Ali Akbar Farahani Author University of Tehran, Iran
  • Soory Salajegheh Author University of Tehran, Iran



corrección de errores, línea de tiempo de la corrección, corrección inmediata, corrección retardada.


Although the provision of error correction is commonly utilized in education, there are controversies regarding ‘when’ correction is most effective and why it is effective. This study investigated the differences between Iranian EFL teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined with the immediate category specifically referring to ‘very soon’ and ‘after speaking’ and the delayed one relating to ‘after activities’ and ‘end of class’ sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda’s questionnaire. The obtained data were analyzed through MANOVA, the results of which showed teachers’ preferences towards the immediate correction and the learners’ inclination towards the delayed correction. Based on the results, specific properties and circumstances in relation to the timing of feedback were proposed to enhance its efficiency in L2 classrooms.


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Author Biographies

Ali Akbar Farahani, University of Tehran, Iran

Ali Akbar Farahani is professor of English and linguistics in the English Department of the University of Tehran, Tehran, Iran. He obtained his M.A. in Linguistics from Leeds University, England in 1986 and his Ph.D. in Linguistics from the same university in 1990.

Soory Salajegheh, University of Tehran, Iran

Soory Salajegheh is a graduate student in the English Department of the University of Tehran, Tehran, Iran.


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How to Cite

Farahani, A. A., & Salajegheh, S. (2015). Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does Timeline of Correction Matter?. Latin American Journal of Content & Language Integrated Learning, 8(2), 184–211.