The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners are in urgent need of raising their pragmatic awareness as they do not have regular access to an environment where the main language of communication is English. The major context for improving their pragmatic competence could be classroom. Thus, teachers need to cope with this issue which makes knowledge of speech acts more worthy of being dealt with. This research was an attempt to find out the effect of teacher’s group feedback versus individual feedback on Iranian EFL learners’ uptake of speech acts. To carry out the study, 32 pre-intermediate learners were chosen to take part based on convenient sampling through non-random grouping. To make sure that the learners were homogeneous, a Quick Placement Test (QPT) was administered before the treatment. Based on the design of the study, the learners were divided into two treatment conditions of individual and group feedback. The research was a quasi-experimental a pretest and a posttest of writing before and after the treatment to measure students’ uptake of speech acts. Results of two paired-samples t-test and an independent samples t-test showed significant effect of individual feedback on learners’ uptake of speech acts, while group feedback was not significant. It was also found that there was a significant difference between the effects of teacher feedback in groups vs. teacher feedback given to individual learners. The present research has significant implications. Tests can also focus more on promoting individual feedback among learners and teachers in washback effect. Teachers can also make principled decisions about the feedback condition that best boost leaner uptake in speech act.

对语用学的任何方面进行语言学考察都必须仔细考虑其表达的语境。当构成话语的话语被视为进行社交活动时，这变得非常明显。在像伊朗这样的EFL语境中，英语学习者迫切需要提高他们的务实意识，因为他们无法定期进入交流的主要语言是英语的环境。提升他们的务实能力的主要环境可能是课堂。因此，教师需要解决这个问题，这使得言语行为更值得处理。这项研究试图找出教师的集体反馈与个人反馈对伊朗EFL学习者对言语行为的吸收的影响。为了进行研究，基于非随机分组的方便抽样，选择了32名中级预备学习者参加。为了确保学习者是同质的，在治疗前进行了快速分班考试（QPT）。根据研究的设计，将学习者分为个人和小组反馈两种治疗条件。该研究是在对学生测量言语行为的接受程度进行处理之前和之后的准实验性笔试和笔试。两个配对样本t检验和一个独立样本t检验的结果表明，个人反馈对学习者对言语行为的吸收有显着影响，而群体反馈则不显着。还发现，小组中教师反馈的效果与给予个别学习者的教师反馈的效果之间存在显着差异。本研究具有重要意义。测试还可以更侧重于促进学习者和教师之间在回洗效果方面的个人反馈。教师还可以根据反馈条件做出有原则的决定，从而最大程度地提高言语行为对学习者的吸收。