Abstract:

In recent years, while research on various feedback types has gained increasing interest, the studies investigating language learners’ preferences for the effective feedback type and amount which complement with their needs in writing skill have been neglected. Furthermore, existing research merely focused on learners who have high level of language proficiency in ESL context, but ignored the preferences of EFL learners who have lower level of language proficiency. In this sense, the current study aims to examine EFL learners’ preferences for the effective feedback type and amount for writing skill. For this purpose, the participants of the study were selected among low level EFL learners. As part of the data collection procedures, a questionnaire including yes/no, Likert Scale; and open ended items based on qualitative and quantitative research design was administered to learners to collect data and the findings imply that EFL learners prefer to receive feedback for their errors.

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