摘要：The major objective of this study was to examine how Iranian English language learners correct their peers. English learners from different private language institutes in Iran took part in this research, they were asked to complete a questionnaire containing a situation in which a learner makes a mistake. Based on the frequency or percentage of the options selected by the participants, the provided answers were analyzed and the influence of age, gender, proficiency level and culture on the speech act of correction was discussed in detail. The obtained results proposed that age, gender and culture play major roles in providing peer feedback but proficiency level is somehow different. Moreover, the findings of the current research were compared and contrasted to shed more light on peer correctionent
