This study was conducted to investigate Iranian adult EFL learners’ attitudes towards six types of corrective feedback, namely: recasts, metalinguistic feedback, clarification request, repetition, elicitation, explicit correction, and the correspondence between learners’ attitudes and their teachers’ classroom practices. In order to meet the above mentioned goals, the researchers randomly chose 220 intermediate adult EFL learners and 12 teachers from three language institutes in Tabriz. A questionnaire was distributed among the learners and the teachers’ classes were audio recorded. The results of the frequency measurement revealed that most of the learners preferred explicit type of correction. On the other hand, the results of the ANOVA test showed no consistency between the learners’ attitudes and teachers’ practices.
Corrective feedback, recasts, metalinguistic feedback, clarification request, repetition, elicitation, explicit correction
