This study seeks to scrutinize how Iranian EFL teachers correct learners; in other words, the speech act of correction they employ when providing feedback on learners’ errors is examined in this study. Due to the fact that teachers are different considering their gender and teaching experience, these two variables are taken into account in the current research. To achieve this purpose, a questionnaire was distributed among 180 Iranian EFL teachers of both genders (male and female), with different teaching experiences (0-5, 5-10, and above 10 years). At the end, teachers’ responses to each option were transformed into tables and bar graphs displaying their frequency to be analyzed afterwards. Finally, the results were discussed and some suggestions were made.

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