A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Table 1 Demographic information of the participants

Number		32
Age		20–30
Nationality		Iranian
Proficiency level		Pre-intermediate
Language institute		EFL department Islamic Azad University, Karaj, Branch
Language background		native speakers of Farsi
Gender	Female	17
Gender	male	16
Research group	Individual teacher feedback	16 (female = 7, male = 9)
Research group	Group teacher feedback	16 (female = 10, male =6)