摘要：Abstract This study investigates the preferences of EFL learners for oral corrective feedback in relation to their learning styles in order to determine whether there exists a relationship between the two. The sample consisted of 348 preparatory class students studying English as a Foreign Language at a state university in Turkey. A questionnaire was administered to explore learners’ oral corrective feedback preferences, and a learning style inventory was utilized to classify participants’ learning styles. To analyse the obtained data, the frequency, percentage, mean and standard deviation values were calculated, and a Chi-square test was employed to determine whether there existed a relationship between student feedback preferences and their learning styles. Most participants were classified as divergent learners, and they seemed to expect their teachers to provide frequent feedback. Moreover, they believed that frequent and serious errors should be addressed more often than occasional and minor ones. Explicit feedback, clarification and elicitation were the most preferred types of feedback, with teachers being the most favored source. These results suggest that learning styles do not account for students’ feedback preferences and provide an explanation in terms of learners’ varied preferences. Therefore, it has been concluded that the concept of learning styles is irrelevant for understanding learner feedback preference.
关键词：feedback preferences ; language learning ; learning styles
