For feedback to be effective, it is essential to have a clear understanding of the tasks required and the steps necessary for teachers to execute them proficiently. While student feedback literacy has drawn considerable attention recently, teacher feedback literacy has not received the same level of focus. To address this gap, this study investigates the corrective feedback literacy of Iranian language teachers using Carless and Winstone’s framework. Using purposive sampling, 17 teachers were interviewed using a semi-structured interview. An interactive approach to content analysis was adopted to analyze the interview data of the teachers from diverse Islamic Azad University branches in Iran. The MAXQDA analysis identified three dimensions that closely align with all dimensions of the framework. However, of the 11 features and 170 implementation strategies identified, only two features diverged from Carless and Winstone's framework and only three strategies were consistent with those presented in the framework. The study underlines the language teachers’ critical need to enhance their understanding and use of diverse feedback types, while teacher educators should design context-sensitive training programs that develop both teachers’ feedback literacy and skills to provide corrective feedback. Institutional managers are also suggested to support these efforts by providing opportunities for language teachers’ continuous professional development and promoting a culture that underlines continuous growth in feedback practice.
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