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The present study seeks to find the way Persian native speakers resolve relative clause attachment ambiguities in sentences containing a complex NP of the type NP of NP followed by a relative clause (RC). Previous off-line studies have found a preference for high attachment in the present study, an on-line technique was used to help identify the nature of this process. Persian speakers were presented with sentences that were semantically consistent with either high or low attachment resolution. Results of the analysis of reaction times from 32 participants by the use of RSVP technique revealed that high attachment is the strategy used by Persian native speakers for this type of ambiguity. The results are in harmony with the previous findings in the literature showing a high attachment preference by Persian native speakers. However, the findings are inconsistent with constrained based-models and suggest that native speaker use purely structure-based parsing strategies. 

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A significant advantage associated with peer corrective feedback (CF) is the opportunity it provides for teachers in terms of increasing the opportunities for language learning and practice. Studies have even proved its influential role and higher impact for effective learning compared to the teacher-provided feedback. Nevertheless, teachers seem to practice caution in using it in their classes. One of their significant concerns is the emotional repercussions associated with this correction resource. The present study is an attempt to shed light on the dark parts of teachers’ perception of peer correction by seeking learners’ views and comparing them with those of teachers. For this purpose, semi-structured interviews were carried out with 31 Iranian EFL teachers as well as 159 Iranian EFL learners on the most critical issues discussed in the literature in relation to peer CF. The interviews were transcribed and analyzed using Braun and Clark’s (2005) thematic analysis framework. The results pointed to teachers’ misconceptions about how their learners might react to correction from peers; while teachers had a conservative attitude to peer-provided correction due to their emotional concerns, learners looked at it as an effective learning resource and their major concern was related to the quality of the provided peer corrections. The findings have valuable implications for language instructors and teacher development programs.