Perceptions and perspectives about corrective feedback (CF) have recently attracted some attention in the CF literature. Few studies, however, have delved into students' and teachers' CF perceptions and preferences and compared them. This study is an attempt to explore Iranian EFL teachers' and students' perceptions and preferences for different amounts and types of oral corrective feedback. Two parallel questionnaires were used to gather quantitative and qualitative data from twenty eight teachers and eighty six of their students. Results revealed significant differences between teachers' and students' perceptions about the amounts and types of CF and also about different types of errors to be corrected. Contrary to their teachers, students in this study were found to be seeking large amounts of explicit corrective feedback provided by the teacher. As for the pedagogical implications, 'meta-correction' is suggested as a solution to the problem of conflicting CF perceptions of students and teachers and to improve and enhance error correction practices within Iranian EFL context.

This paper reports a comparative study exploring language learning strategy use and beliefs about language learning of high-school students and students attending English institutes. Oxford’s (1990) strategy inventory for language learning (SILL) and Horwitz’s (1987) beliefs about language learning inventory (BALLI), were used to collect data. One-way multivariate analysis of variance was used to analyze the data. The results revealed significant differences between the two groups regarding their strategy use and beliefs about language learning. Institute students used significantly more memory, cognitive, compensation, metacognitive and social strategies. Also they held stronger beliefs about the difficulty of language learning and motivation and expectation than their peers in high school. The conclusions of the study along with related pedagogical implications are also discussed.

The study reported in this paper aimed at investigating the efficacy of written corrective feedback (CF) in improving beginner EFL learners' grammatical accuracy. It also compared the effects of focused and unfocused written CF on the learners' grammatical accuracy. Seventy-nine beginner EFL students formed a control group (n= 29) and two experimental groups (focused= 25, unfocused= 25). The use of the third person singular 's' morpheme for verbs was selected as the target structure to be treated through the provision of the written CF. The focused group received corrections concerning the use of the 's' morpheme while the unfocused group received corrections for their all types of errors. The results indicated a significant improvement in accuracy for the two experimental groups from pretest to posttest. Also, the difference between the focused and unfocused groups in the posttest was not significant. These results suggested that providing written CF was effective for improving learners' grammatical accuracy and that focused and unfocused written CF were not of differential effect in this regard.

Pronunciation, despite being known as an important component of language learning, has not been awarded due attention within the field of language education. This article is a humble attempt to present an overview of the history of pronunciation teaching. Different approaches and methods of language teaching from the late nineteenth century into the new millennium are reviewed and discussed with regard to their stance in pronunciation instruction. Recent trends and issues of pronunciation teaching, e.g. intelligibility and Lingua Franca Core are also highlighted. Discussions like the present one might be beneficial in gaining a better understanding and evaluation of the status quo in order to improve and enhance the status of pronunciation instruction within language pedagogy.

Men and women use different linguistic forms though they might come from the same homogeneous speech community. This study is an attempt to investigate the differential usage of intensifiers in male and female speech in Persian. About four hours of naturally-occurring spontaneous conversations between male and female participants were recorded, transcribed and examined for the use of intensifiers. Frequency counts and the Chi-square test were used to analyze the data. The results indicated that women used intensifiers significantly more than men. The findings were seen to support the previous findings in this regard. They also furthered our understanding of gendered speech in Persian.