The current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, 150 male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least 125 participants (5 participants per item included in the final version of TPCF). The participants were aged from 27 to 38 years old. Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher in the field. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented. These findings have some implications for EFL teachers, learners, curriculum designers, and researchers. Manuscript profile

The purpose of this study is to develop a conceptual model of effective factors in corrective feedback among English language learners. This research has a mixed, exploratory and inductive method. The statistical population of this study includes all university teachers and English language teachers in Lamerd who have been selected by chain reference method. In the qualitative Phase, the sampling method was purposeful and snowball sampling. And from these teachers, 14 people were purposefully and snowball selected, answered the questionnaire through semi-structured interviews. Also, in the second part of this research, after obtaining the conceptual model of the research, sampling was performed using the Cochran's formula including 384 people in terms of Google Form. The interview questions were entered in MAXQDA 2018 software and analyzed. The conceptual model of the research was then fitted by IBM Amos 24 software. The results also showed that structural rules and types of errors, teacher-related factors, learners-related factors, environmental and educational factors affect correctional feedback by 0.71, 0.87, 0.74 and 0.69, respectively. Manuscript profile