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This study was an attempt to compare EFL teachers' and intermediate high school students' perceptions of written corrective feedback on grammatical errors and also to specify their reasons for choosing comprehensive or selective feedback and some feedback strategies over some others. To collect the required data, the student version of questionnaire developed for the purposes of this study was distributed to 100 intermediate high school students who were selected based on their scores on adoi:10.5539/elt.v4n4p36 fatcat:casagfrsmngsbnxd2lpaykn7qa