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چکیده
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The results of experimental studies on oral peer corrective feedback (PCF) point to controversial effects with some supporting and some questioning its positive impact on L2 development. The low quality and fear of creating negative emotions are among the reasons mentioned for rendering PCF inefficient. For this reason, studies have focused on the attitude toward PCF. However, these studies have been mainly concerned with the learners’ preferences ignoring the teachers’ concerns in this regard. Given the fact that mismatches between teachers’ and learners’ preferences are a threat to an effective learning environment, there seems to be a clear need to learn about the teachers’ concerns and priorities in relation to PCF. This can contribute to the creation of a group learning atmosphere increasing the learning opportunities to a significant extent, where learners can learn not only from their teachers but also from their classmates. The present study examined teachers’ preferences for PCF using semi-structured interviews with 32 EFL teachers in the Iranian context. The interview questions were developed based on the literature. The results revealed that the most important concern among the teachers regarding the use of PCF was negative emotional reaction, which made them practice caution in allowing correction by peers. However, they teacher participants were not explicitly informed about their learners’ preferences. Although most of them believed in its effectiveness in producing learning, they believed different contextual factors need to seriously taken into account otherwise it might prove counterproductive. These factors include learners’ proficiency, their age, personality features as well as classroom atmosphere. The teachers’ views on these factors were different from the empirical research findings. Given the need to fill the gap between research and practice, the results carry significant implications for both researchers and teacher education programs.
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