My thesis project reports on a six-week study focused on language-learner preferences for corrective feedback in the classroom. While various types of corrective feedback have been explored in other studies, this study explores learners' perspectives: how much corrective feedback learners may prefer in the classroom, their reported levels of satisfaction with the feedback, and language-specific elements most useful to them. The study was conducted in an Action Research framework, which is a practitioner-based form of research. The findings indicate that while most of the learners in the study were satisfied with the amount of corrective feedback provided to them in the classroom most of the time, others wanted more corrective feedback than supplied. Most useful language elements reported by learners range from grammar points to pronunciation. The implications for the classroom may be to raise both teacher and learner awareness of corrective feedback in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]