English abstract
Knowing errors and their sources often aids teachers in error correction processes. The present study aimed at investigating how the students of General Foundation Program (GFP) in Oman tend to deal with written error corrections and the related feedback provided to them. It is also an attempt to examine students' attitudes and preferences towards the feedback on their written errors. In doing so, sixty undergraduate students were selected as participants of the study. A questionnaire was distributed among the participants, containing information on a) when the students would prefer to receive the feedback on their written errors, b) who they would prefer to give the feedback, and c) what type of feedback they would prefer to receive. Findings revealed that the participants would mostly prefer to receive feedback on their written errors during the revising stage. In addition, it was highlighted that feedback provided by the teachers was more popular among the participants as compared to peer or self-corrections. Finally, results indicated that most of the students would prefer to receive feedback on all of their written errors, rather than some or none of the errors.
