This study aimed to examine the effects of teacher corrective feedback (TCF) versus peer corrective feedback (PCF) on Iranian EFL learners’ speaking abilities, and to explore their perceptions of the two CF conditions due to the scarcity and inconsistency of findings in the pertinent literature. To fulfill these objectives, the students’ speaking performance was assessed before and after the treatments, and a questionnaire and follow-up interviews were employed to probe their attitudes. The findings showed greater improvements in the speaking performance of the PCF group although the students had a very low opinion of PCF and favored TCF owing to their concern over issues like trust, grade and face. Although these concerns adversely affected the students’ attitudes, they created facilitating anxiety which drove the PCF learners to engage in the process of learning more actively than their TCF counterparts. Hence, even in teacher-centered cultures, there is a role for PCF.

这项研究旨在探讨教师纠正反馈（TCF）与同伴纠正反馈（PCF）对伊朗EFL学习者的口语能力的影响，并探讨由于相关研究结果的稀缺性和不一致性，他们对两种CF条件的看法文学。为了实现这些目标，在治疗前后对学生的口语表现进行了评估，并使用了问卷和后续访谈来探究他们的态度。调查结果显示，尽管学生对PCF的看法很低，但由于他们对信任，等级和面子等问题的担心，所以PCF小组的口语表现有了较大改善。尽管这些担忧严重影响了学生的态度，他们创造了促进焦虑的心理，这驱使PCF学习者比他们的TCF同伴更积极地参与学习过程。因此，即使在以教师为中心的文化中，PCF也会发挥作用。