The major aim of this study was to explore how Iranian EFL learners correct their teachers when they make mistakes in class. A sample of 180 English learners from different language institutes took part in this research and completed a questionnaire which proposed a situation in which a teacher makes a mistake and the learners' reaction is investigated. Based on the frequency or percentage of the options selected by the participants, it was confirmed that age, gender and level of proficiency do

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... not have any profound effect on teacher correction, i.e. no matter what the gender, age or proficiency level is, Iranian EFL learners tend to be implicit in their reactions to teachers' mistakes and prefer to remove a harsh tone by adding a softener. Moreover, the results obtained from Iranian EFL learners were compared to those of Americans and Japanese and it was confirmed that their corrective behavior is similar.