Abstract
Previous research mainly shows students’ improvement of composition benefits from Written Corrective Feedback (WCF). According to the five types of WCF mentioned by Ellis, containing direct WCF, indirect WCF, metalinguistic WCF, focused and unfocused WCF and reformulation, the paper reviews previous literature to help teachers adjust their WCF method to students’ preferences. The paper’s main findings are: 1) teachers’ preference for WCF is inconsistent with students’ preferences; 2) students prefer detailed and explicit feedback such as direct WCF; 3) teachers prefer indirect WCF to encourage students to reflect on their mistakes. This paper contributes to improving the teaching method of WCF.
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