










































English Language Teaching Educational Journal   ISSN 2621-6485 

Vol. 5, No. 1, 2022, pp. 32-47  

       10.12928/eltej.v5i1.4403                                http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id 

EFL Learners' Preference for Corrective Feedback Strategies in 

Relation to Their Self-Perceived Levels of Proficiency 

 

Kanokpan Wiboolyasarin a,1 , Ruedee Kamonsawad b,2, Nattawut Jinowat c,3,  

 

Watcharapol Wiboolyasarin d,4,*  
a Faculty of Management Science, Chandrakasem Rajabhat Univeristy, 39/1 Ratchadaphisek Road, Bangkok 10900, Thailand 
b Faculty of Humanities and Social Science, Bansomdejchaopraya Rajabhat University, 1061 Itsaraphap Road, Thonburi, Bangkok 10600, Thailand 
c Demonstration School of Suan Sunandha Rajabhat University, Suan Sunandha Rajabhat University, 1 U-Thong Nok Road, Dusit, Bangkok 10300, 

Thailand 
d Research Institute for Languages and Cultures of Asia, Mahidol University, 999 Phuttamonthon 4 Road, Salaya, Nakhon Pathom 73170, Thailand 

1 kanokpan.w@chandra.ac.th; 2 ruedee.ka@bsru.ac.th; 3 nattawut.ji@ssru.ac.th; 4 watcharapol.wib@mahidol.ac.th* 

* corresponding author 

 

A R T I C L E  I N F O 

 

ABST RACT  

 

 

Article history 

Received 7 July 2021 

Revised 15 March 2022 

Accepted 27 April 2022 

 The purpose of this work was to address the overarching questions of how 
EFL Thai learners preferred corrective feedback strategies and whether 
there were any significant differences in preferences across learners’ 
language ability levels. The quantitative study collected 418 Thai EFL 
learners’ preferences for corrective feedback via a closed-ended Likert 
scale questionnaire. The survey showed that learners desired to edit when 
their speech or writing contained errors, particularly when the wrong 
utterance was responded to with a metalinguistic comment regarding the 
error’s nature. Statistical analysis found significant differences in 
students’ preferences for metalinguistic clues and public feedback 
between intermediate and elementary levels. It appeared that beginner-
level learners would almost certainly experience embarrassment if they 
were corrected in front of their peers. Conversely, self-correction, which 
was necessary once the student’s erroneous remark was explained in 
terms of grammar usage, probably made advanced students 
uncomfortable. While teachers should examine their EFL students' 
corrective feedback preferences, this study found that their proficiency 
levels were slightly relevant. 

This is an open access article under the c license. 

    

 

 
Keywords 

Corrective feedback 

English proficiency 

Error correction 

Preference 

Rajabhat student 

 

 

  

How to Cite: Wiboolyasarin, K., Kamonsawad, R., Jinowat, N., Wiboolyasarin, W., (2022). EFL Learners' 
Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency. English 
Language Teaching Educational Journal, 5(1), 32-47. 

1. Introduction 

The salience of corrective feedback in second language acquisition has been recognised over the 
past two decades. As its name implies, it relates to approaches used by teachers and peers to help 
learners identify their incorrect production in the target language. Teachers apply various instructional 
strategies the foreign language classroom, depending on the ability level, the time period, the context, 
the type of error, and other factors, to assist L2 learners in acquiring language competency. However, 
despite the varied techniques for providing corrective feedback, some might be impractical or fail to 
meet the students’ expectations (Aliakbari & Raeesi, 2014). Teachers then must address ESL students’ 
preferences for corrective feedback in order to motivate them to succeed in language learning (Lee, 

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ISSN 2621-6485 English Language Teaching Educational Journal 33 
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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

2016). Numerous studies have discovered that students prefer a variety of corrective feedback 
procedures in the L2 classroom (Amador, 2008; Amrhein & Nassaji, 2010; Irwin, 2017; Li & Vuono, 
2019; Lee 2013; Qutob & Madini, 2020; Yang, 2016). More importantly, past research has established 
that learners’ proficiency levels are substantial determinants of their preferences (e.g., Orts & Salazar, 
2016; Yang, 2016). As mentioned previously, while corrective feedback is an integral part of an L2 
class, research on this phenomenon appears to have focused primarily on EFL/ESL students in Europe 
(Austen & Malone, 2018; Károly, 2015; Şakiroğlu, 2020), or Asia, more specifically in the dominant 
countries (Chung, 2015; Elwood & Bode, 2014; Moslemi & Dastgoshadeh, 2017; Zhan, 2016).  

Although published studies on learner preferences for oral or written correction feedback are 
extensive, there is insufficiency in a study about varied proficiency levels of students towards 
preferences for correct feedback, notably in Thailand. The current study is an attempt in this regard. 
The specific objectives of this large-scale study were to ascertain Thai EFL learners’ preferences for 
oral and written corrective feedback and to compare each group based on self-reported proficiency 
levels. The rationale for analysing undergraduate students at Rajabhat Universities (established 
initially as teachers colleges) was to identify gaps in their preferences and provide these prospective 
findings to policymakers for future revisions to EFL teacher training.   

2. Literature Review 

2.1. Corrective Feedback Type 

Over the last twenty years, L2 scholars and practitioners have paid great attention to the subject of 
corrective feedback. A seminal work (Lyster & Ranta, 1997) identified six distinct oral corrective 
feedback strategies: recast, elicitation, clarification request, metalinguistic feedback, explicit 
correction, and repetition (Table 1). Multiple subsequent research has employed six different types of 
feedback, as defined by Lyster and Ranta’s taxonomy of corrective feedback. For instance, Lee (2013) 
examined previous studies’ categories of teacher corrective feedback and evaluated learner absorption 
and repair using this typology. In a Chinese as a second language classroom, Yang (2016) explored 
students’ preferences for six types of oral corrective feedback on four different characteristics of 
errors. It also confirms comparable data found in other published studies (Bao, 2019; Wiboolyasarin 
et al., 2020).  

Table 1.  Oral Corrective Feedback Type (Lyster & Ranta, 1997) 

Dimension Type Definition 
Recasts Recast The teacher modifies the entirety or a portion of a student's vocal 

sound in an error-free manner. 

Negotiation of 

form 

Elicitation The teachers elicit the correct version directly from the learner. 

Clarification request  The student’s utterance is imprecise and should be repeated or 

reformulated. It may include a teacher’s repetition of the error or 
phase such as Pardon. 

Metalinguistic comment The teacher provides grammatical justifications for the learner's 

incorrect speech without providing the proper version, which is 

necessary for the learner to self-edit. 

Repetition The teacher’s repetition is in a high intonation to emphasise the 
fault. 

Explicit 

correction 

Explicit correction The teacher either provides the right version or indicates that the 

learner's pronunciation was incorrect. 

 

In terms of feedback in written production, Ellis’s (2009) taxonomy of written corrective feedback 
types has been widely employed in much research (see Kılıçkaya, 2019; Shintani & Ellis, 2013, 2015; 
Suzuki et al., 2019). Ellis’s concepts suggest a taxonomy for the two dimensions of written corrective 
feedback: teacher provision and student responses. The typology of written corrective feedback is 
shown in Table 2. 

 

 



34 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

Table 2.  Written Corrective Feedback Type (Ellis, 2009) 

Dimension Type Definition 
Teacher’s 

provision 

Direct feedback The teacher provides the correct version to the learner. 

Indirect feedback The teacher identifies the existence of an error but does not rectify 

it. 
Metalinguistic feedback The teacher provides a metalinguistic clue as to the error’s nature. 

Electronic feedback The teacher highlights an error and provides a link to a 

concordance file containing examples of proper usage. 

Feedback focus This refers to whether the teacher makes an attempt to correct the 
majority of the learners’ errors or focuses on a few specific types of 

faults.  

Reformulation The teacher enhances the learners’ entire content in order to create 

as much native-like written language as possible while maintaining 
the integrity of the original text. 

Students’ 

responses 

Revision required The student is tasked with correcting typos or rewriting the 

content. 

No revision required The learner is not required to revise the text for errors or rewrite 
it. 

 

2.2. Learner’s Preferred Corrective Feedback Type 

With a profusion of studies examining the impacts of corrective feedback, researchers and 
practitioners have focused on learner preference. Empirical investigations of learners’ preferences 
have revealed that preferences for corrective feedback vary across EFL/ESL contexts. In terms of oral 
corrective feedback, a vast number of studies highlight the importance of oral corrective feedback 
strategies for grammatical or general errors (e.g., Yang, 2016). Katayama’s (2007) findings showed 
that the most preferred correction strategy was elicitation or providing a clue to enable learners to 
become aware of their errors and self-correct. It is crucial to understand that this indirect correction is 
intended to point out that the students have made errors without humiliating them. Likewise, East 
Asian learners also demonstrated a high level of preference for elicitation, explicit correction, and 
metalinguistic feedback (Wiboolyasarin et al., 2020). These techniques alleviated the cognitive load 
associated with this self-correcting learner errors and shifted focus to some grammatical 
metalanguage. It is consistent with Katayama’s (2006) results, indicating that the learners preferred 
feedback in which the teacher described why the student’s statement was inappropriate.  

 Regarding peer correction, over half of the students thought that it was beneficial. Earlier research 
(e.g., Bruton & Samuda, 1980) found that ESL learners who corrected one another in group 
assignments believed that peer correction benefited them in the L2 class. One could argue that there 
is a definite preference for assigning responsibility for error correction to learners. Although there are 
virtually few studies on the preferred venue for offering corrective feedback, either private or public, 
Wiboolyasarin et al.’s (2020) work may be helpful in this area. The preferences of L2 learners of Thai 
for public and private correction were investigated, it was discovered that both were beneficial. It is 
worth noting, however, that students were more receptive to personal revision than to public 
correction. 

The current study aimed to examining eight distinct kinds of oral corrective feedback: ignoring, 
repetition, explicit correction, elicitation, peer correction, metalinguistic comments, public feedback, 
and private feedback, as illustrated in Table 3.  

Previous research has been conducted to ascertain the preferences of L2 students for written 
corrective feedback techniques. Sanu (2016) found that Indonesian students preferred receiving the 
correct version to the incorrect form. It collaborates with Black and Nanni’s (2016) study, in which 
EFL students desired direct feedback with metalinguistic remarks since accuracy was the primary 
concern. It can be said that grammar errors directly affect students’ grades. Many undergraduate 
students also prefer to comprehend the nature of their errors immediately. According to another survey 
(Diab, 2015), the majority of students favoured metalinguistic correction, which provided a clue to 
the origin and type of the error and encouraged learners to self-correct once the location of such an 
error was detected (Li & Vuono, 2019).  

 



ISSN 2621-6485 English Language Teaching Educational Journal 35 
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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

Table 3.  Oral Corrective Feedback Selected to Conduct the Study 

Type Definition 
Ignoring The teacher disregards the error that a student has made intentionally.  

S: I learning English.  

T: (silence) 
Repetition The teacher repeats the student’s incorrect utterance with a doubting voice. 

S: One of my hobbies are bird watching.  

T: are? (with a high intonation) 

Explicit correction  The teacher states clearly that the error happened while the student was speaking. The 
correct version is also given.  

S: I am interesting at history.  

T: No, you should say, ‘I am interested in history.’ 

Elicitation The teacher elicits an accurate model from the student by asking questions.  
S: Animal experimentation is a highly emotion issue.  

T: How do we say ‘emotion’ as an adjective? 

Peer correction The teacher asks the students to correct each other.  

S1: I am not do anything.  
T: Can you help me correct Mike’s error, Emmie?  

S2: I am doing nothing. 

Metalinguistics feedback The teacher explains grammatical usages or comments on the student’s incorrect 

utterances without explicitly providing the correct form.  
S: Last night I go to the movie.  

T: When something happened or existed before the present time, typically, a verb should 

refer to the past tense. 

Public feedback The teacher provides feedback to the student in front of others in public (e.g., in the 
classroom). 

Private feedback The teacher provides feedback to the student one-on-one or in private (e.g., in the 

teacher’s room). 

 

Moreover, Chen et al. (2016) found that learners preferred feedback that 1) locates the error, 2) 
explains the error’s nature, and 3) provides the proper version. This finding is consistent with Amrhein 
and Nassaji’s (2010) observation that ESL students viewed error correction with a comment as a tool 
for learning. Nearly half (44.4%) of them stated that the comments aided in understanding why the 
error occurred and how to correct it. Also, Lee’s (2008) students requested more written comments 
because reading them was the most desired activity for both the skilled and incompetent groups. When 
interviewing nine L2 students in response to their teachers’ feedback, learners reacted positively to 
feedback. They expressed the notion that, for instance, ‘If the teacher gives you many feedbacks, you 
will feel very touched, that they care about you as a student. I read it, make corrections, and remember 
it. It is a pleasure for me’ (Hyland, 2013, p. 186). Along with their justifications for error types, most 
participants (71.4%) thought that grammar, spelling, and vocabulary were more critical than 
organisation and ideas. Similarly, Al Hajiri and Al-Mahrooqi (2013) discovered that providing clear, 
positive and grammar-focused comments was beneficial and understood for EFL undergraduate 
learners studying EFL. This conclusion differs slightly from another investigation (Elwood & Bode, 
2014), reporting that Japanese EFL students viewed WCF favourably; nonetheless, they preferred 
details about their organisational mistakes. 

Concerning the dose of corrective feedback, more than four-fifths (83%) of L2 students preferred 
to rectify have all errors (Lee, 2008). Similarly, Amrhein and Nassaji (2010) asserted that the majority 
of ESL students (94%) desired that their instructors corrected all errors. Furthermore, when students 
were asked to select between teacher and non-teacher feedback, they indicated that while they 
appreciated teacher input the most, they also valued peer feedback (Zhang, 1995). Likewise, Sanu 
(2016) explored students’ preferences for teacher-provided corrective feedback in business lesson 
writing and the reasons for their preferences. It showed that L2 students chose to consult their peers 
even when they received both unsatisfactory and satisfactory corrective feedback.   

Students’ opinions regarding the red pen appeared to be unconcerned about the colour of the 
feedback writing. As Elwood and Bode (2014) reported, learners preferred red and blue markings 
approximately equally. It is consistent with Wiboolyasarin et al.’s (2020) study, in which L2 students 
preferred receiving feedback in red pen. Nonetheless, it is critical to note that in many cases (Jones, 



36 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

2014), students did not understand what an instructor’s red-penned comments meant in terms of 
supportive feedback. Therefore, when evaluating learners’ preferences for written corrective 
feedback, it is vital to assess their preferences for the following eight moves: ignoring, indirect 
feedback, error code, no updated version required, revised version required, all error rectification, peer 
correction, and red pen marking, as presented in Table 4. 

Table 4.  Written Corrective Feedback Selected to Conduct the Study 

Type Definition 
Ignoring The teacher indicates no errors and provides no correct version. 

Indirect feedback The teacher identifies the error by circling, underlining, crossing, or highlighting it 
without providing an accurate model. 

Error code The teacher brief comments on the error, such as ‘ww’ stood for a wrong word or ‘sp’ for 

spelling. 

No revised version required  The teacher does not ask students to revise their written work. 
Revised version required The teacher asks students to fix their written work. 

All error correction The teacher corrects all errors found in a piece of written work. 

Peer correction  The teacher tells students to add a written comment to their peer’s written work. 

Marking in red pen The teacher indicates the error and provides the correct form by drawing in a red pen. 

 

2.3 Learners' Preferences and Proficiency Level  

A myriad of researchers has investigated the relationship between learners' preferences and their 
characteristics, such as cultural background (Yang, 2016), attitudes (Hamouda, 2011; Parkes & 
Fletcher, 2017; Wanchid, 2015), cognitive/learning styles (Moslemi & Dastgoshadeh, 2017; Tasdemir 
& Yalcin Arslan, 2018), needs (Nurie, 2018), academic performance (Morris & Chikwa, 2016), and 
educational activities (Alnasser & Alyousef, 2015; Jolley, 2019; Károly, 2015).  In light of the 
evidence, Chen et al. (2016) discovered that learners' preferences were not significantly related to their 
English ability levels. Students likely demonstrated a distaste for grammar instruction and an 
obsession with precision regardless of their grades. Additionally, participants favoured direct 
correction over indirect correction and showed a strong preference for increased self-correction 
activity throughout the revision stage.  

Nemati et al. (2017) also reported that students at all proficiency levels preferred direct unfocused 
feedback. The lecturer corrected any errors discovered in the students’ text by providing the right 
form. Surprisingly, while the majority of learners opposed metalinguistics comments in their native 
language, half (50%) of students across all levels anticipated their lecturer to provide such 
clarifications in English. Roy (2019) found that the student writers anticipated explicit directive 
comments from their lecturers, especially those expressing confidence in their abilities preferred audio 
input to written comments. Another empirical study (Orts & Salazar, 2016) identified that learners at 
the lowest competence level preferred to be informed of the correct answers, but more than half (60%) 
of higher-level pupils would like to fix their own errors. However, most students, particularly B2 
students, paid attention to their teacher's constructive comments. Chen et al.’s (2016) research findings 
corroborated this conclusion, as their proficient learners preferred detailed feedback to general error 
correction. 

On the contrary, according to Li and He (2017), performance disparities substantially affected the 
preference for indirect written corrective feedback. Also, Wanchid (2015) observed that students' 
opinions towards various sorts of feedback differed significantly depending on their personality and 
preferences. Therefore, it can be inferred that there might be no specific feedback that any proficiency 
groups favoured. 

The issue to probe further is oral corrective feedback. Yang (2016) indicated that metalinguistic 

comments were seen positively by students at all levels, whereas intermediate students preferred 
clarification questions. Furthermore, data revealed that EFL learners of varying proficiency levels 
demonstrated a strong proclivity for having a variety of preferences. Kaivanpanah et al. (2015) 
assessed EFL language learners' attitudes towards various oral corrective feedback strategies and their 
relationship to their English ability. The results showed that Iranian primary pupils studying English 
as a foreign language desired metalinguistic information. However, proficient learners reported a 



ISSN 2621-6485 English Language Teaching Educational Journal 37 
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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

distinct preference for self-correcting elicitation. In a similar context, Saudi EFL students at the 
advanced level favoured corrective feedback more than low-proficient students (Alhaysony, 2016). 

Interestingly, L2 Grade 6 pupils from Quebec and Ontario who spoke English at the elementary to 
low intermediate levels preferred explicit feedback during ESL-FSL tandem chat exchanges (Giguère 
& Parks, 2018). These findings contradict Morris’s (2005) claim, which advocated for the provision 
of implicit negative feedback (e.g., recasts and negotiation). A possible explanation is that Morris’s 
students possessed intermediate to advanced proficiency levels. Nonetheless, another study 
(Bryfonski & Ma, 2019) revealed that explicit corrective feedback was more beneficial for beginners 
with less competency. 

As previously stated, a significant portion of current research on corrective feedback focuses on 
EFL learners in developed countries, where the learner-centred approach has long been a recurring 
theme in numerous national education policies. It is critical to emphasise that the adoption of this 
technique has become a prominent issue in Thailand over the last two decades. As Black and Nanni 
(2016) argue, Thailand's educational system has been in a perpetual state of reform, advocating for a 
shift away from a teacher-centred approach toward one that is learner-centred. A vast number of Thai 
students have been taught using traditional methods that emphasise memory and passive learning and 
are centred on the teacher (Fry & Bi, 2013). It can be said that students who have passively acquired 
knowledge over an extended period of time may prefer for their teachers to spoon-feed them their 
corrections (Black & Nanni, 2016); in other words, they may differ from other nationality groups in 
actively participating in their education. Therefore, it needed us to consider a large number of Thai 
EFL students with varying degrees of English language proficiency in terms of their preferred 
corrective feedback techniques in order to address the following research questions: 

RQ1. What types of oral and written corrective feedback strategies do Thai EFL learners prefer?   

RQ2. Does the proficiency level of Thai EFL students affect their preferences for oral and written 
corrective feedback strategies?   

3. Method 

3.1. Participants and Demongraphics 

Previous studies (e.g., Lee, 2013; Rassaei, 2015; Yang, 2016) have advised performing a large-
scale study to ascertain the persuasive techniques preferred by EFL learners in order to provide insight 
into how instructors in general, and Thai lecturers in particular, might be more productive in their EFL 
teaching. G*Power 3.1 was used to estimate the sample size for a one-way ANOVA with a probability 
of alpha errors at 0.05 and a power of 0.90. A sample of 360 would be necessary for small effect size 
(d = 0.20). Due to the survey’s accessibility to participants, a random sample of 418 EFL students 
(351 females and 67 males) from twenty Rajabhat universities in Thailand was chosen to complete it. 
The majority (n = 146) were in their second year of the four-year Bachelor programmes, while some 
were in their first year (n = 102), third year (n = 92), or fourth year (n = 78). Participants have at least 
10-20 years of experience in learning English as a foreign language since kindergarten or first grade, 
according to Thailand’s National Education Act BE 2542 (1999). Respondents were asked to identify 
themselves using the Common European Framework of References for Languages’ descriptors; they 
assigned various English skill levels ranging from A1 to B2. Nearly half (42.1%) of participants (n = 
176) claimed proficiency at the A2 level, while the others were assessed on the A1-level (n = 134, 
32.1%), B1-level (n = 91, 21.8%), or B2-level (n = 17, 4.1%) scales. Among the four distinct 
proficiency levels, groups A1 and A2 were designated as ‘beginning’ and ‘elementary’ levels of 
proficiency, respectively. The B1 and B2 groups, respectively, represented the ‘intermediate’ and 
‘upper intermediate’ levels.      

As the authors have taught at various Rajabhat universities, we asked our EFL undergraduates to 
answer an online questionnaire utilising SurveyPlanet and remaining accessible for a three-month 
period (July-September 2020). Additionally, acquaintances from other Rajabhat universities were 
called to urge their students to participate in the internet survey. All respondents participated 
voluntarily and anonymously, and the surveys were kept strictly confidential. 



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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

3.2. Instrument  

The survey began with a demographic section from which the aforementioned information was 
extracted. Following that, in order to uncover students’ CF preferences, the questionnaire was divided 
into two sections. Part 1 featured eight statements in which participants stated their views on oral 
corrective feedback. The second section included eight items that assessed attitudes towards written 
corrective feedback. All questions were devised by the authors to accomplish the study’s objective of 
enquiring about students’ preferences for corrective feedback in the English class. The questionnaire 
was issued using a 6-point Likert scale ranging from ‘worst’ – 1, ‘very bad’ – 2, ‘bad’ – 3, ‘good’ – 
4, ‘very good’ – 5, ‘best’ – 6 and was written in Thai to guarantee that each item was understood. 
Furthermore, reliability and validity were verified prior to the implementation. 

Content validity was determined using a sample collection of items before the pilot test. The 
content validity index (CVI) was developed to evaluate the degree of agreement between a 
purposively sampled committee of five content specialists in the field. The experts were deliberately 
selected based on academic criteria, including the following: (a) a PhD in English or a related field of 
study, (b) ten or more years of experience in English teaching, and (c) publication of at least three 
relevant research articles within the last five years. To calculate the I-CVI, five experts were asked to 
independently assess the relevance of each item to the objectives using a 4-point rating scale: (1) not 
relevant, (2) somewhat relevant, (3) quite relevant, and (4) very relevant (Waltz et al., 2010, p. 165). 
If raters assigned a 3 or 4 to any item, an X would mark the spot. The results indicated that item CVI 
equaled 0.96, representing a satisfactory level of content validity. A few amendments were made to 
the items in response to their suggestions.   

Cronbach’s alpha coefficient measures internal consistency reliability. A pilot study with 40 
potential volunteers was conducted. The result of examining a 16-item scale was 0.761, which was 
considered ‘reliable’ (Cohen et al., 2018, p. 774). Calculating for each item on the scale, the values 
ranged between 0.727 and 0.777, showing that internal consistency would improve if the following 
items were omitted. However, the item-total correlations for items 1, 3, and 8, which were 
substantially lower than all the other correlations, were redefined.   

As previously indicated, the internet-based questionnaire was utterly anonymous since it did not 
require the participant’s name. The consent statement was located on a separate introductory web page 
containing information about the study’s purposes and a privacy statement. Respondents would not 
be able to access the survey questions until they clicked the ‘Begin’ button to indicate their acceptance 
of the voluntary participation. The survey’s quantitative data was analysed using IBM SPSS Statistics 
22. A one-way ANOVA was used to investigate the effects of learners’ proficiency and their 
preferences for oral and written corrective feedback and indicate statistically significant differences 
using Bonferroni correction at an overall level of significance of 0.05. 

4. Findings 

4.1. Research Question 1: What Types of Oral and Written Corrective Feedback Strategies Do 

Thai EFL Learners Prefer?   

Table 5 shows the average scores of learners’ self-reported preferences for corrective feedback. 

Participants were asked to rate on a 6-point Likert scale, with 1 being the worst and 6 being the best. 

Items with mean scores of less than or equal to 3.50 reported that the majority of respondents were 

averse to corrective feedback techniques, whilst items with mean scores of more than 3.50 indicated 

that learners preferred these strategies. As demonstrated, EFL students made similar preferences for 

both scenarios, scoring somewhat higher for oral corrective feedback (M = 4.115, SD = 0.941) than 

for written corrective feedback (M = 3.915, SD = 1.011). 

As presented in items 1-8, the results showed that metalinguistics feedback (M = 5.31) was the 
preferred strategy by Rajabhat students. Moreover, most of them agreed that they favoured being 
directly informed of their faulty utterance and being supplied with an error-free model (M = 5.31). It 
would also be ‘very good’ if any feedback were offered in a private chat (M = 4.57) rather than in a 
classroom (M = 4.01). In speaking situations, Rajabhat undergraduates preferred to be informed of the 
error and asked to say the correct version themselves (M = 4.39) and have their statements corrected 
by other students (M = 4.06). Learners found teachers’ lack of attention to any errors to be unpleasant 



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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

(M = 2.41). Similarly, students did not appreciate hearing their wrong utterance’s intonation rise (M 
= 2.63). 

Table 5.  Mean and Standard Deviation of Each Item in the Learners’ Preferences Questionnaire 

Item Statement Mean 
Standard 

Deviation 
Definition 

Oral corrective feedback  

1 Ignoring  2.41 .915 very bad 

2 Repetition 2.63 1.038 very bad 

3 Explicit correction 5.31 .825 best 

4 Elicitation 4.39 1.054 very good 

5 Peer correction  4.06 .865 good 

6 Metalinguistic feedback  5.54 .783 best 
7 Public feedback 4.01 .931 good 

8 Private feedback 4.57 1.123 very good 

 Average 4.115 .941 good 

Written corrective feedback  
9 Ignoring 1.95 .901 very bad 

10 Indirect feedback  3.62 1.1078 good 

11 Error code 3.87 1.130 good 

12 No revised version required  3.35 1.009 bad 

13 Revised version required 4.53 .960 very good 

14 All error correction 3.84 1.175 good 

15 Peer correction 3.84 .960 good 

16 Marking in red pen  4.36 .846 very good 

 Average 3.915 1.011 good 

 

Items 9-16 depicted learners’ reactions to the written corrective feedback. Most L2 students 
requested additional work by stating that they should revise assignments after the teacher corrected 
them (M = 4.53). Using a red pen for corrections appears to be beneficial (M = 4.36). Furthermore, 
they expressed a general preference for correction strategies such as error code (M = 3.87), all error 
correction (M = 3.84), and peer correction (M = 3.84). It was also ‘good’ if students were informed of 
an error without inserting metalinguistic clues or writing the correct form above or around the 
linguistic error (M = 3.62). On the other hand, it was considered undesirable to overlook learners’ 
faults deliberately (M = 1.95). Not surprisingly, EFL students were dissatisfied unless they had an 
opportunity to revise the assignment when they committed errors (M = 3.35). 

4.2. Research Question 2: Does the Proficiency Level of Thai EFL Students Affect Their 

Preferences for Oral and Written Corrective Feedback Strategies? 

A one-way ANOVA was conducted to determine whether statistically significant differences in 
proficiency levels for corrective feedback preferences existed. The 0.05 level of probability was used 
to test the difference. The test revealed statistically significant differences in their CF preferences for 
elicitation (F (3, 414) = 2.721, p = .044), metalinguistic feedback (F (3, 414) = 4.989, p = .002), and 
public feedback (F (3, 414) = 3.287, p = .021). 

However, the one-way ANOVA does not reveal the differences between the groups; the Bonferroni 
correction is used to identify the precise location of the discrepancies. According to Fig. 1, there was 
no significant difference between the groups on item 4 (elicitation). Nevertheless, there were 
substantial disparities in metalinguistic hints between B2-level learners and the remaining three 
groups. Additionally, there was a significant difference in public feedback between B1- and A1-level 
learners. According to the data, there was no difference between the A1 and A2 groups or between 
the B1 and B2 cohorts. In conclusion, varying levels of English competence have little bearing on 
corrective feedback views on the majority of issues.  

 

 

 

 
 

 



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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

Table 6.  EFL Learners’ Proficiency Level on Each CF Preference 

Item 

Mean score1 P-value 

One-way 

ANOVA 
A1 (n = 134) A2 (n = 176) B1 (n = 91) B2 (n = 17) 

1 2.40 2.37 2.48 2.59 .666 

2 2.57 2.60 2.69 3.06 .286 
3 5.20 5.36 5.38 5.29 .284 

4 4.25 4.45 4.55 3.94 .044* 

5 4.00 4.13 4.08 3.59 .075 

6 5.49 5.62 5.58 4.88 .002* 

7 3.87 4.01 4.24 3.76 .021* 

8 4.63 4.66 4.43 4.00 .063 

9 1.94 1.90 1.99 2.29 .355 

10 3.66 3.64 3.54 3.59 .867 

11 3.87 3.81 3.92 4.12 .669 

12 3.40 3.33 3.36 3.00 .477 

13 4.43 4.55 4.62 4.59 .525 

14 3.76 3.89 3.85 3.94 .784 

15 3.84 3.88 3.80 3.71 .872 

16 4.33 4.35 4.36 4.65 .542 
1where 1.00-1.82 = worst; 1.83-2.66 = very bad; 2.67-3.50 = bad; 3.51-4.33 = good; 4.34-5.17 = very good; 5.18-6.00 = 

best 

*p < .05 

 

 

Fig. 1.  Means and standard errors for EFL learners’ proficiency level on selected CF preferences 

5. Discussion 

The findings indicated that EFL Rajabhat students, regardless of their proficiency level, were 
receptive to corrective feedback, as shown by their responses to preferences for oral (M = 4.115) and 
written (M = 3.915) scenarios. The results also suggested that metalinguistic feedback was the most 
preferred approach for correcting their errors, as indicated by their replies to its frequency (M = 5.54). 
As the metalinguistic comment clarifies grammar usage or other linguistic terminology, it has an effect 
on students' academic progress in general (Kayar & Veyis, 2020). It may aid learners’ perceptions by 
providing them with an explicit rule or grammatical explanation to use in other contexts. There was, 
however, a significant difference between B2 and non-B2 learners. The highly proficient students 



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appeared to favour metalinguistic feedback more minor than the other groups. It is feasible that self-
correction seems undesirable because B2-level students would be embarrassed to discuss their faults, 
especially if the incorrect answer is repeated.    

Furthermore, explicit error correction was placed in the second position (M = 5.31). It was helpful 
for L2 learners since a straightforward strategy could be made clear to them and was more likely to 
assist them in self-correcting their errors (Ellis, 2017). According to Amador’s (2008) research, EFL 
college students favoured strategies in which they were explicitly informed about the linguistic 
challenge. It echoes Yang’s (2016) findings, revealing that both metalinguistic feedback and explicit 
correction have high ratings in learners’ favour. As a result, it has become evident that metalinguistic 
comments and explicit corrections also significantly impact on Thai EFL learners.   

The analysis of the learners’ questionnaire responses suggested that explicit correction was 
significant. As explicit correction informed learners directly of an error and the right form (Quinn & 
Nakata, 2017), B2-level undergraduates preferred this strategy less than other cohorts of students. One 
probable explanation is that learners’ language abilities were assessed and addressed at the upper 
intermediate level. They are thought to have more tremendous potential for successful language 
learning than any other. If their mistakes were to be repaired, this inevitably resulted in significant 
anxiety, demotivation, or timidity among L2 Thai learners.  However, this is yet another field of 
exploration for future research.     

In general, it was pertinent to provide oral corrective feedback in public for the benefit of the entire 
class (Ur, 2012). Rather than discussing their errors publicly (M = 4.01), Rajabhat students requested 
to discuss them privately (M = 4.57). Their strong preference for private feedback corroborated Li’s 
(2010) assessment; learners were more engaged with feedback obtained during individual interactions 
than during classroom interactions. Another interpretation of this finding is that providing feedback 
in front of other students may increase students’ humiliation. This is particularly true for low-
proficient students. As Wiboolyasarin et al. (2020) remark, acknowledging the existence of mistakes 
might undermine learners’ confidence and pride, or cause them to lose face if they disclose the 
mistakes in front of their classmates. While all high proficiency learners favoured public comments, 
a statistically significant difference between students in the B1 and A1 groups was required to be 
noticed. Less proficient students preferred receiving personal error corrections to obtaining feedback 
from their peers in order to avoid being ridiculed or thrust into the spotlight.   

With regards to those who correct the mistakes, EFL Thai students did not feel awkward or 
uncomfortable when corrected by friends. It was highly likely that peer interactions provide a 
framework for learners to explore freely with language use (Sato, 2017), with less concern about being 
corrected and increased autonomy (Philp et al., 2014). A quick glance at this suggests that Thai 
learners believed their peers were qualified to correct their errors. It echoes some resemblance to a 
discussion of other findings (e.g., Zhang & Rahimi, 2014). Nonetheless, the notion that only the 
language teacher is capable of providing feedback is controversial. According to Amador’s (2008) 
study, nearly half (47.9%) of EFL learners in Costa Rica implied that peers should not correct them 
and were, therefore, unreliable sources due to the learners’ common language proficiency.    

Previous research showed that learners with a high degree of proficiency tended to prefer elicitation 
(Katayama, 2007; Papangkorn, 2015). By contrast, there was a significant difference in learners’ 
elicitation preferences. In comparison to learners at the fundamental level, B2-group students were 
the least satisfied with eliciting the correct version. A probable explanation for this is that when 
teachers pushed students to provide the right form, it was reasonable to presume some erroneous 
information was present, causing embarrassment to advanced learners who made it. Conversely, most 
learners in this study viewed repetition as ineffective since it did not supply adequate information to 
correct the errors. Besides, it was claimed to be the detrimental effect of repeating incorrect forms 
(Gooch et al., 2016). It is also consistent with Yang’s (2016) findings that intermediate-level students 
do not favour elicitation and repetition for their errors. As Yang points out in reference to Katayama’s 
(2006) explanation, repetition and elicitation via non-verbal cues are highly ambiguous in terms of 
interpretation and self-correction.   

The results found that the students had a range of preferences for the oral corrective feedback 
strategies discussed previously, ranging from good to best. Many learners believed that their errors 
should be repaired regardless of the techniques utilised. Not surprisingly, if the teacher frequently 
chose to dismiss most, if not all, errors, more than half of students evaluated their preferences for such 



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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

neglect on a scale of ‘bad’ and ‘very bad’. This conclusion confirms prior research findings that no 
corrective feedback provided was the least favoured method by EFL learners (Zhang & Rahimi, 2014).      

Another critical finding was in a writing environment. This study discovered that no feedback was 
more evident for written correction (M = 1.95) than oral (M = 2.41). This means that teachers should 
not forgo all forms of error correction. Even though it may be upsetting to students’ sensibilities (e.g., 
Truscott, 1996), the data indicated that Rajabhat EFL learners desired to edit their L2 writing mistakes. 
Likewise, Amrhein and Nassaji’s (2010) study revealed that when learners were asked whether 
teachers should correct any errors, they wanted the teacher to correct their errors. In light of the 
evidence, Thai students request further written work for themselves, indicating that they should be 
assigned to rewrite it (M = 4.53). On the other hand, replies from learners’ ratings presented a slightly 
lower preference score (M = 3.35) in the absence of replication in the updated version. This appears 
to contradict one of Truscott’s arguments, stating that it undermined students’ confidence.   

Generally, written corrective feedback highlighting numerous errors with red marks tended to 
frustrate learners, who frequently committed many mistakes (Scrivener, 2005). Conversely, our 
findings suggested that participants were unconcerned with error correction in red pen (M = 4.36). 
Other scholars (Elwood & Bode, 2014; Orts & Salazar, 2016) also found that L2 learners reported a 
clear preference for red-penned corrections in a similar vein.  

Concerning the subject of whether teachers emphasise location or type of error or both, the present 
study revealed that when error code and indirect feedback were compared, error code (M = 3.87) had 
a slightly higher view of preference than indirect feedback (M = 3.62). This finding implies that while 
indirect feedback merely indicates the presence of an error, the error code provides an indication as to 
the cause and error’s nature (Li & Vuono, 2019). It appears likely that students prefer to focus on the 
specifics and correct their mistakes through the use of grammar rules (Li & Roshan, 2019). Since 
written corrective feedback aims to raise the learners' awareness of their errors, oral and written 
feedback preferences were identical.   

The questionnaire for this study showed that all error correction and peer feedback received the 
same preference for corrective feedback (M = 3.84). In the former, the teacher comments on each 
inaccuracy; in the latter, it is up to the student to correct their classmates’ mistakes. Typically, learners 
are welcome to participate in the correction process (Schulz, 2001), regardless of who handles it. It is 
feasible to note that teachers play a minor role in error correction. In comparison, the data indicated a 
strong preference for empowering students with the ability to modify. Regarding whether all mistakes 
are repaired, earlier research reported that students required their English teachers to point out all of 
their mistakes (Amrhein & Nassaji, 2010; Irwin, 2017). As the finding indicated, peer correction 
seemed to contradict other scholars’ results (Hamouda, 2011; Saeli & Cheng, 2019; Sanu, 2016). 
Rajabhat students agreed in this study that their peers should correct one another in class. It is 
consistent with Trabelsi (2018), whose Omani EFL learners stated that they valued peer input because 
each student brought a unique perspective that enabled them to correct one another. This again 
demonstrates the beneficial effect of peer and teacher correction on the student. 

6. Conclusion  

The primary goal of this study was to assess EFL Rajabhat undergraduate students' preferences for 
corrective feedback techniques and to examine whether there are significant differences between 
learners at various levels. Based on the analyses of the self-reported questionnaire, the study provided 
the following results. First, metalinguistic feedback and requesting students to revise their written 
work were preferred for most corrective feedback strategies by students. This is because Thai EFL 
learners desperately needed corrective feedback to learn English as an exact model for instructing 
them to recognise their own mistakes or places for growth. Among the techniques that most students 
choose are those that demonstrate the proper form or provide vital information on how to rectify it 
and the opportunity to receive additional assignments that have been altered in response to feedback. 
On the other hand, learners disagreed that teachers ignored and did not rectify their errors and indicated 
that there were errors by repeating students' mistakes with doubting intonations. Secondly, this study 
assisted in determining how the rates of learner preferences varied according to the students' 
competency levels. Even if students preferred metalinguistic feedback, the result found that students 
with a high level of skill in the target language tended to evaluate their preferences for metalinguistic 



ISSN 2621-6485 English Language Teaching Educational Journal 43 
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 Wiboolyasarin, K. et.al (EFL learners’ preference for Corrective Feedback Strategies) 

comments lower than learners at the beginner or intermediate levels. Similarly, low proficiency 
students viewed public comments as a relatively favourable strategy, but not the advanced level group. 

Although this study sheds light on learner preferences for corrective feedback techniques across 
self-perceived competency levels, some limitations should be acknowledged. It is necessary to 
emphasise that the data collection method was restricted and adhered tightly to the questionnaire. It 
could not elicit information about the factors that influenced their preferences. Future research with a 
similar design and additional instruments would be advantageous. For instance, cooperating with the 
in-depth interview elicits a complete picture of the underlying reasons and delves further into their 
true thoughts on corrective feedback. 

Acknowledgment  

We would like to express our gratitude to the editor and anonymous ELTEJ reviewers for their 
constructive comments on earlier versions of this paper.  

Declarations  

Author contribution : Kanokpan Wiboolyasarin: initiated the research ideas, instrument 
construction; Ruedee Kamonsawad and Nattawut Jinowat: collected 
and analysed data. Watcharapol Wiboolyasarin: revised the research 
ideas, literature review, data presentation and analysis, and the final 
draft. 

Funding statement : The research is non-funded 

Conflict of interest : The authors declare no conflict of interest. 

Additional information : No additional information is available for this paper. 

 

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