چكيده
This study investigated the effect of teachers' error correction vs. peer correction on Iranian EFL learners’ correct use of prepositions in essay writing. From 200 candidates, age between 16-28, 90 intermediate female students were chosen randomly. After the administration of Nelson General Language Proficiency and writing pre-test, 50 students who were at the same level of written English proficiency were divided into two experimental groups of 25. Next, 12 sessions treatment in which the participants received two correction types of feedback i.e. teacher correction and peer correction started. Then, the participants were required to write a composition as posttest. The result of the independent t-test revealed that peer-correction is more effective than teacher correction and the differences between the two groups were significant. The findings suggested that peer-correction was much more effective than the traditional teacher-correction. The findings of the present study may be beneficial for materials developers in designing syllabi that are more adaptable with those peer correction methods which help language learners to improve their writing’s errors properly.
