This study aims to determine the types and the preferences of university-level
students of English as a foreign language towards the oral corrective feedback
provided by the teacher. This research method uses a qualitative descriptive
method. Data obtained from observations and interviews and processed through
data reduction, data display, and verification. Participants in this study were a
lecturer and twelve students. Based on the research objectives, the findings are
divided into two points. First, there are five types of oral corrective feedback
provided by the teacher in the listening class, those are explicit correction,
clarification request, recast, elicitation with questions, elicitation with
encouragement, and support with examples. The result of the second finding is
that students have different preferences toward the type of corrective feedback
provided by the teacher. Students tend to like explicit correction because it leads
to clear and easy-to-understand explanations, there is no pressure, and it saves
more time. Students tend to like recast for the reason that this type of correction
tool does not directly judge, but reformulates the errors they make. Students tend
to like elicitation with questions and elicitation with encouragement because the
clues provided by the teacher remain clear even though they sharpen them more to
think hard in an effort to correct their own errors. Students tend to like
clarification requests because they are more motivated and feel proud when they
are able to correct their own errors, because basically clarification requests often
cause confusion in their use.