Аннотация: Errors have always been inevitable in a language class regardless of the proficiency level of the learners. In terms of ELT, errors have still been one of the hot issues since 1950s and discussed within different contexts and point of views. Scholars have mainly focused on some basic issues about error correction such as whether to correct errors or not, how to correct these errors and when to correct them.
In oral performance, teachers may focus on accuracy or fluency. Depending on many variables, it is suggested that teachers have many ways of error correction as the learners‘ preferences may vary individually. Although there are a number of studies conducted about this issue, further research is required, and this study mainly focuses on the learners‘ preferences on the correction of their oral errors and the strategies they use in an ELT context.
Oral corrective feedback has been viewed by several researchers as a vital aspect of language pedagogy because it encourages learners to acquire additional knowledge of the target language form .
Nevertheless, other scholars have negatively regarded this technique, arguing that it should not take place in language-learning classrooms as it has no benefits for learners. Despite these differing opinions, oral corrective feedback continues to be widely utilized in language-learning classrooms. However, some teachers have wondered about the use of corrective feedback, inquiring why learners continue to make the same mistakes after receiving feedback several times. This questioning has led to further investigation by researchers of the corrective feedback process, including variables potentially impacting its effectiveness. The current study focuses on preference as an affective variable so as to understand the influence of corrective feedback from individual perspective.