The Effects of Learners’ Gender on Their Preferences for Corrective Feedback

This study aimed at investigating the effect of learners’ gender on their preferences for corrective feedback. Learners’ preferences which were investigated included the necessity, frequency, timing, type, method, and delivering agent of error treatment. To this end, a questionnaire was administered to a random sample of 100 participants (50 males and 50 females) studying English (EFL) at Shiraz Azad Uni- versity. Pearson Chi-square was used to investigate the relationship between learners’ gender and their preferences for corrective feedback. The findings revealed that there were no statistically significant differences between males and females regarding their preferences for corrective feedback except for their choice of necessity of error correction and the no corrective feedback option. In other words, males and females were different in rating necessity of error correction and also choosing no corrective feedback as a viable option. Furthermore, clarification request and repetition were the most frequent feedback while explicit feedback was the least frequent feedback among males and females.