EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

Table 3 Participants’ preferences of error correction types in English writing classes

The most preferred error type for correction	Response frequencies^a
The most preferred error type for correction	1st-year students (N = 21)	2nd-year students (N = 23)	3rd-year students (N = 20)	Total average
(a) Grammatical errors	7	3	6	16
(b) Vocabulary errors	1	2	3	6
(c) Spelling errors	0	0	0	0
(d) Organization errors	13	18	11	42
(e) Punctuation errors	0	0	0	0