corrective feedback and responses from persian learners

oral corrective feedback, according to many researchers’ points of view, plays a crucial role in facilitating and accelerating the process of the second language learning. the present study aims to identify persian learners’ error types, the teachers’ feedback types and learners’ uptakes; also it is aimed at determining the most and least frequent errors occurred on the basis of lyster and ranta’s model (1997). to do so, participants including 5 iranian teachers and 57 students from different nationalities in three different levels of elementary, intermediate, and advanced were selected through stratified sampling. about 3420 minutes of the classes were recorded, of which 1620 minutes were transcribed. then, teachers’ feedback types, learners’ errors and their uptakes were identified. to analyze the data and illustrate the tables and flowcharts, software such as spss, excel and edraw max were used.  findings showed some results were consistent with lyster and ranta’s (1997) study whereas some of them did not. the ‘recast’ and ‘elicitation’ were reported the most frequent feedbacks and uptakes, respectively, which are consistent with their findings. however, results differ from those of lyster and ranta (1997) with regard to the least given feedback and the least uptakes.