Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?

Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it essential for teachers consider preferences strategies.
 Purpose. This quantitative study aimed investigate the Thai as a foreign (TFL) learners ten commonly discussed types OCF. Specifically, examined whether these are four learner variables: proficiency level, first (L1), classroom anxiety (FLCA), enjoyment (FLE).
 Methods. involved 288 university students from Chinese, Japanese, Korean TFL settings, data questionnaires were analysed using appropriate statistical methods.
 Results. findings indicate that, regardless L1, FLCA, or FLE prefer more explicit techniques, such metalinguistics correction. However, undergraduates scored lower majority strategies (i.e., ignoring, elicitation, recast, explanation, public feedback) compared other participants. MANOVA analysis revealed significant differences ignore, peer correction, private based on level L1 background. Although between FLCA approaches not statistically significant, high groups tended than low groups.
 Conclusion. has implications instructional practices settings L2 lecturers classroom. By understanding OCF, educators can tailor their meet specific needs students.