EFL Turkish University Students’ Preferences about Teacher Feedback and its Importance

Writing is accepted as challenging work, and L2 learners do not feel qualified to write in L2. Teacher feedback may be a solution; nonetheless, it may also deepen the students’ feeling of inefficacy in L2 writing. This study examined EFL Turkish university students’ attitudes toward and preferences for teacher feedback and the gender effect on the attitudes of these students. The analysis revealed that most of the participants had positive attitudes toward teacher feedback. Gender did not have an important influence on the students’ attitudes. Students’ preferences regarding the type of feedback can change as per the time of feedback.