For decades now, there has been a good deal of research on factors affecting students' oral corrective feedback preferences. Although it has been proven that learners' characteristics such as their verbal intelligence and attitude toward error correction are highly effective in students' preferred type of oral corrective feedback, the claims regarding the impact of learners' proficiency level on their choice of oral corrective feedback have yet to be fully substantiated. In order to take this line of research one step forward, it is important to examine the potential effect of students' level of proficiency in error correction literature. To this end, this paper aims to shed light on lower and higher level learners' opinion about corrective feedback issues in an EFL context.

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