| Summary: | This study investigates the preferences and justifications of teachers and students on written
corrective feedback (WCF) at a tertiary institution in Thailand and is aimed at expanding on
prior similar studies conducted with smaller data sets in different contexts. Quantitative and
qualitative questionnaire data were collected from 262 intermediate students and 21 teachers
in order to test two hypotheses: (1) teachers’ and students’ WCF preferences would differ
significantly, and (2) their justifications for their preferences would differ significantly. The
hypotheses were confirmed: teachers rated indirect feedback with metalinguistic comment as
being most useful while students most preferred direct feedback with metalinguistic
comment. This trend extended to all types of direct feedback being preferred by students
while teachers preferred all types of indirect feedback. The most common explanation for the
teachers’ preferences was the development of metacognitive skills, while accuracy was the
greatest concern for students. The pedagogical implications of the results regarding
expectations, student agency, and self-efficacy are discussed.
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