A Gender-based Analysis of EFL Female Teachers’ Attitude Towards Oral Error Correction in Iranian Classroom Setting

While extensive research delves into error analysis, the interplay of gender and attitudes towards oral error correction (OEC) in English as a Foreign Language (EFL) classrooms remains understudied. This study addresses this gap by examining OEC practices of Iranian female EFL teachers in both male and female classrooms. Key aspects of OEC, including frequency, timing, type, method, and delivery agent, are investigated. Seventy-two female teachers with varying experience (1-10+ years) participated, randomly selected from segregated school settings. A modified version of Fukuda’s (2006) questionnaire gathered data, analyzed via paired-sample t-tests to discern statistically significant differences. Results reveal no significant variations in error selection or chosen feedback method across contexts. However, differences emerge in frequency, timing, and error types targeted. While the specific nature of these variations requires further exploration, the implications for English teachers, policymakers, and teacher educators are evident, particularly in informing pedagogical practices within segregated education systems. This study contributes to the nuanced understanding of gender-based OEC practices in EFL, shedding light on pedagogical implications for segregated educational settings.