This study aims to investigate high school students and teachers’ preference in oral corrective feedback. A further objective of the study is also to investigate their reasons in preferring certain types of oral corrective feedback. The participants for this study are 79 randomly-chosen 11^th grade high school students from five different classes and a high school English teacher. The study uses a combination of quantitative and qualitative approach. The students were asked to fill a questionnaire regarding their preferred type of oral corrective feedback, followed by a semi-structured interview to investigate their reasons in preferring certain oral corrective feedback. The teacher was also interviewed to find out his preferred type of oral corrective feedback and his reasons. The result of the questionnaire was analyzed using descriptive statistical analysis, while the interview was analyzed using inductive research analysis. This study revealed that high school students do have preference for oral corrective feedback and perceive different oral corrective feedback to have different effectivity. High school students in this study considers recast and metalinguistic feedbacks as the most effective type of oral corrective feedback with varying reasons. However, it should also be noted that this is not the case for the whole class, since other students also voiced some strong objections toward the use of recast and metalinguistic feedbacks. The reason for this differing views toward certain oral corrective feedback strategies are because of their varying level of working memory capacity and language analytic ability.

Keywords: High School Students; High School Teachers; Preference; Oral Corrective Feedback