en اولویت بازخورد اصلاحی معلمان انگلیسی و بافت آموزشی تخصصي Special پژوهشي Research <p><span style="color:black;"><span style="font-size:10.0pt;">This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers&rsquo; corrective feedback preference. To this end, 42 Iranian EEFL teachers from some private language institutes and 39 Iranian EFL teachers from different schools in Shiraz, Iran participated in the study. The Questionnaire for Corrective Feedback Approaches (QCFAs) was used as the instrument in this study. The questionnaire consisted of five different approaches of error correction: repetition, recast, elicitation, explicit correction, clarification, and request. In order to compare the preferred corrective feedback perceived by the institute instructors and school teachers, the researchers ran the Mann-Whitney&rsquo;s U test. The results revealed that the school teachers preferred the repetition approach most frequently, followed by clarification request, elicitation, explicit correction, and recast. On the other hand, the institute instructors chose the recast approach, clarification request approach, elicitation, explicit correction, and repetition in the order of their preference for error correction. The findings also showed that the school teachers significantly preferred the explicit correction and repetition more than private (institute) teachers.</span></span></p> <p>This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers&rsquo; corrective feedback preference. To this end, 42 Iranian EEFL teachers from some private language institutes and 39 Iranian EFL teachers from different schools in Shiraz, Iran participated in the study. The Questionnaire for Corrective Feedback Approaches (QCFAs) was used as the instrument in this study. The questionnaire consisted of five different approaches of error correction: repetition, recast, elicitation, explicit correction, clarification, and request. In order to compare the preferred corrective feedback perceived by the institute instructors and school teachers, the researchers ran the Mann-Whitney&rsquo;s U test. The results revealed that the school teachers preferred the repetition approach most frequently, followed by clarification request, elicitation, explicit correction, and recast. On the other hand, the institute instructors chose the recast approach, clarification request approach, elicitation, explicit correction, and repetition in the order of their preference for error correction. The findings also showed that the school teachers significantly preferred the explicit correction and repetition more than private (institute) teachers.</p> corrective feedback, educational context, Iranian EFL teachers corrective feedback, educational context, Iranian EFL teachers 10 15 http://ijreeonline.com/browse.php?a_code=A-10-41-1&slc_lang=en&sid=1 Behnam Behroozi Behnam Behroozi 1003194753284600718 1003194753284600718 No Marvdasht Branch, Islamic Azad University, Iran Marvdasht Branch, Islamic Azad University, Iran Amin Karimnia Amin Karimnia aminkarimnia@yahoo.com 1003194753284600719 1003194753284600719 Yes Fasa Branch, Islamic Azad University, Iran Fasa Branch, Islamic Azad University, Iran