Exploring Iranian EFL Teachers’ Perception and Practice of Corrective Feedback in Light of Emotional Intelligence

Although there has been a plethora of research endeavors investigating emotional intelligence (EI) and corrective feedback (CF) in language learning, the role of the EI in the CF is yet to be settled. This mixedmethods study was hence an attempt to bridge this gap by exploring the role of EI in the perception and practice of CF by EFL teachers. For this purpose, 12 teachers participated in this study. EI was measured via BarOn EQi; CF perception was elicited through a semistructured interview; and CF practice in the classroom was examined through an observation checklist. The results of the qualitative and quantitative data analyses indicated that both high and lowEI teachers preferred teachercorrection compared to selfcorrection or peercorrection; however, the type of CF varied according to their EI. Whereas highEI teachers favored elicitation, repetition, selfcorrection, recast, clarification request, and peercorrection, lowEI teachers appreciated explicit correction, recast, metalinguistic feedback, and denial CF types. Furthermore, highEI teachers’ perceptions corresponded to their practice in implementing all CF types, while only the metalinguistic feedback was in harmony between perception and practice in low-EI teachers. The findings are discussed in light of the importance of EI in implementing CF.