negative corrective feedback: exploring teachers’ views on efl learners` accuracy rates in grammar lessons

Aimed at surveying the role of teachers' positive versus negative feedback on efl learners` accuracy rates in grammar lessons, some 48 english instructors (male no: 11 female no: 37) with more than 10 years were selected through purposive and snowball sampling and interviewed consecutively up to saturation points. the content analysis over the aggregated data via grounded theory (gt) design, gave rise to two main categories including 1) student-oriented and 2) teacher-oriented feedback strategies in order to apply negative feedback. sub-themes in the student-centered category included a) self-correction, b) group-work, c) interactive error correction process and d) in-person feedback, and subthemes under the teacher-oriented category, on the other hand, included a) providing accurate examples, b) direct/indirect feedback, c) note-taking, d) re-teaching and e) non-verbal feedback. the findings of this thesis can help both english instructors and managers of english teaching contexts find the best possible routes for giving proper negative feedback type in english classes.