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The present study explored L2 learners’ perception of oral corrective feedback (CF) in relation to their proficiency level. For the study, 190 Korean undergraduate students were asked to respond to a questionnaire asking their perception of CF. The questionnaire consisted of four categories, including the necessity of CF, the error types that need to be treated, emotional attitudes towards CF, and their preferences for CF. To compared the students’ responses, the responses were tallied and ANOVAs were performed. The findings showed that most learners found CF beneficial and wanted to be treated by their teachers. Nevertheless, the students responded that receiving CF in class was embarrassing. Significant group differences were evident in preference for CF. For instance, repetition and recasts were most favored types of CF for more proficient learners, whereas metalinguistic feedback and explicit feedback were most favored CF for less proficient learners. In addition, implicit feedback rather than explicit feedback seems more desirable in that it can protect learners from feeling direct criticism, embarrassment, or frustration.
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