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Although a plethora of research has been conducted on written corrective feedback and timing of feedback in various teaching and learning contexts, there is a paucity of research on learners’ preferences regarding different online written corrective feedback. Such a lacuna becomes prominent in EFL contexts, especially in grammar classes, where there are many calls for clear explanations on the rules and uses of language. To fill this gap, the current study reports on a case study regarding how technology can suit pre-service teachers’ preferences as to written feedback provided on online quizzes based on four units in Advanced English Grammar class. The study benefited from both qualitative and quantitative approaches to find answers to the research questions. The convenience sampling method was chosen, and the participants of the study included 64 seniors enrolled in the elective course entitled Advanced English Grammar II at a state-run university in the southwest of Turkey. Data collection instruments included four online quizzes supported with different feedback for each answer, and semi-structured interview sessions with the selected participants. Findings indicate that metalinguistic and concordance feedback were the feedback types that the pre-service language teachers most preferred. Immediate feedback was determined to be the most efficient way to support learning based on participants’ views and suggestions.

Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction