Two types of corrective feedback, recasts and prompts, have sparked much research in second language (L2) learning and teaching. However, it is still unclear how these two types of feedback draw learners' attention to the erroneous forms in L2 classes. This study used an open questionnaire to investigate Chinese learners' perceptions of recasts and negotiated prompts (i.e. clarification requests, elicitations and repetitions) for their English learning. The results show the majority of the comments about the two feedback types were positive, indicating the learners' overall positive attitudes to error correction. Significantly, most of the comments on the two feedback types accord with scholarly opinions about their usage for L2 learning, such as being able to identify the error made after hearing what the teacher said in the recast. Another example might be engaging in a thinking process on receiving a prompt. However, some of the comments provide new insights about how learners may use the two types of feedback for L2 learning, for example, having a deep impression/memory of what the teacher said in the recast and the difficulty in self-correcting their error following a negotiated prompt. These findings, in particular the new insights, confirm Swain's (2000) argument that research needs to test scholarly assumptions about pedagogical tasks or devices.