The current study’s purpose is twofold. It attempts to find out the types of corrective feedback (CF) that teachers use in their classrooms and also examines the correspondence between learners' errors and teachers' CF in an English as a foreign language (EFL) classroom. For this purpose, seven and a half hours of classroom interactions of nine female EFL students, between the ages of 15 to 19 years old, were audio-recorded, transcribed, and coded for analysis. Nassaji's (2016) and Loewen's (2004) coding systems comprising twelve types of feedback and four types of linguistic focus of CF were utilized to determine the frequency of feedback and the types of errors, respectively. The results show that the teacher used all of the mentioned types of feedback except translation. While immediate recast was the most frequent feedback type, clarification requests and using L1-(Persian) were the least ones. Also, the most created type of error was pronunciation errors which mostly led to immediate recasts. It is also concluded, as in the previous studies, immediate recasts were used more than the other feedback types and pronunciation errors were the most common error.
