Abstract
This study aimed at finding the correlation between Iranian and Turkish EFL learners’ cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students’ cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners’ cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students’ cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students’ cognitive styles and their preferences for different CF frequencies was not significant.
 
 Keywords: Cognitive Styles – EFL Learners – Preferences – Written Corrective Feedback.
Highlights
Corrective Feedback (CF) is associated with a performance form applied to enhance learner achievement (Van Beuningen et al, 2012). Hattie and Timperley (2007) defined feedback as "information provided by an agent regarding aspects of one’s performance or understanding (p. 81)." This correction addresses a broad range of issues like text’s content, organization of the writing, the vocabulary appropriateness, and so on
The findings of this study indicated that teachers selected different CF types according to learners’ cognitive styles and language abilities
The mean responses of the perception of synoptic students revealed that, this group disagree with personal comment with contents
Summary
Corrective Feedback (CF) is associated with a performance form applied to enhance learner achievement (Van Beuningen et al, 2012). Hattie and Timperley (2007) defined feedback (or ‘response’) as "information provided by an agent regarding aspects of one’s performance or understanding (p. 81)." This correction addresses a broad range of issues like text’s content, organization of the writing, the vocabulary appropriateness, and so on. Corrective Feedback (CF) is associated with a performance form applied to enhance learner achievement (Van Beuningen et al, 2012). As one of the challenging and necessary skills in language teaching, has attracted the attention of numerous English language researchers and teachers (Shakibaei et al, 2019; Tasdemir & Arslan, 2018). Tasdemir and Arslan (2018) mentioned that teachers and educational investigators attempted to find ways to help students improve L2 writing. Language learners commit errors, and it needs to be corrected. One of the ways applied to assist language learners in developing their writing accuracy is the feedback provision (Amrhein & Nassaji, 2010)
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