Präferenzen des korrigierenden Feedbacks von ESL-Studenten

The study of corrective feedback in ESL has attracted significant attention over the past few decades. Various aspects of error correction have been examined and analyzed through observations, surveys, and interviews. Due to the information gap in the Kingdom of Saudi Arabia, students' preferences for corrective feedback in the process of acquiring the target language have become necessary. This attempt reflects the theoretical approaches to preferences for corrective feedback from a cross-section of students in Jeddah, KSA, regarding written and oral errors. I hope that this work will contribute to ongoing efforts to enhance collaboration between teachers and students in ESL classrooms around the world.