Main Article Content
Constructive feedback is considered vital in addressing students‟ errors in written tasks. The findings of empirical studies have reported the usefulness of giving feedback in many contexts, but evidence concerning incorporating students‟ preferences and choices about different approaches of feedback in Saudi tertiary education is still underexplored. The present study reports the perceptions and preferences of Taif University preparatory-year students regarding various methods of feedback for their writing tasks. A forty-item questionnaire was distributed among 150 undergraduates. The participants‟ responses were SPSS processed for means and standard deviations. The results revealed that the respondents considered their teachers‟ direct written feedback effective followed by oral conference. Hence, the study bears implications for both assessment policy makers and for teachers to incorporate maximum written feedback supported by face to face interaction in their assessment-based instructions for improved learning outcomes.