Learners preferences of oral corrective feedback: An example of Turkish as a foreign language learners

The aim of this study is to investigate the oral corrective feedback (OCF) preferences of learners of Turkish as a foreign language (TFL) in order to understand whether they would like their errors to be corrected and, if so, when, which of them, how and by whom they would like to be corrected in the classroom environment. A questionnaire with multiple choices, adapted from the review of Hendrickson (1978), was administered to 165 TFL learners. A total of 141 of the participants were C1 level learners, and 24 of them were B2 level learners. The results show that the vast majority of the participants (97. %) prefer their errors to be corrected, and a smaller majority of them prefer teachers (73.2%) to correct them immediately (58.9%). Just over half (54%) of the participants primarily prefer grammatical errors to be corrected; the most preferred correction strategy (43%) is teachers giving the correct form immediately and the second most preferred correction strategy (21.2%) is teachers repeating the erroneous part of the utterance. Key words: Second language acquisition, classroom discourse, error correction, error treatment.