Özet:

Abstract: This study investigates Indonesian EFL learners’ corrective feedback preferences including the timing, types of error, strategies of corrective feedback, and providers of error correction; and the relationship between foreign language anxiety and preferences for corrective feedback among students. Two hundred fifty seven EFL English department undergraduate students from two different course grades participated in the survey. The data were collected through questionnaire as the main data and interview as the supplementary data. The students’ were assigned to either a low anxiety group or a high anxiety group. The results showed that both sophomore students and freshman students agreed that student errors should be treated; freshman students and sophomore students had significantly similar opinions about perception, types, strategies, and providers of error correction. Key Words: students’ preference, corrective feedback, speaking instruction

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