In language teaching pedagogy, feedback is crucial for English as a Second Language (ESL) students to achieve the target language competency they desire. According to literature, effective feedback can only be given when educators understand the way individual students perceive the feedback that they are given. Unfortunately, there are very few published studies on the Maldivian students’ perception of feedback till date. Therefore, to understand pre-university students’ perception of feedback, this qualitative case study used data through focus group discussions and stimulated recall sessions from a sample of six students. The findings indicated that the students from the selected institute felt encouraged as well as appreciated when the lecturers gave feedback. Moreover, they felt apprehensiveness when the lecturers failed to provide enough feedback, or any at all. This indicated that the students highly regarded the importance of feedback. Therefore, it is advisable for educators to consider how students perceive the written corrective feedback provided for them so that it may result in successful uptake.
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