Farnoosh Abdollahi Dehooei - B.A. in TEFL, Hormozgan University, Bandar Abbas, Iran
Hooriya Safa Eisini - M.A. in TEFL, Islamic Azad University, Bandar Abbas, Iran

This study explored the effectiveness of teacher and peer correction on the performance of Iranian preintermediatestudents in language centers. It focused on development of speaking skills through peer and teachercorrection techniques. the research aimed to examine the progress of the students while speaking at least one paragraphin five minutes. This study used the quantitative method to analyze the data collected through speaking activities inclass. It was seen that the students’ speaking skill in post-test was improved more than pre-test. The participants ofthe study were 60 students who were chosen randomly among researchers’ classrooms with the same level ofproficiency which was assured through a placement test done by the supervisor of the language center. The participantswere divided into two groups of thirty as control and experimental groups. In comparison with the control group, theexperimental group outperformed and had less grammatical errors in post-test than pre-test. The peer correction andteacher correction techniques were found beneficial in speaking. Generally, learners in experimental group performedmore actively and they were more motivated than the control group.

teacher correction, peer correction, speaking, grammatical units