Résumé:
The present study comes as an attempt to investigate the preferences of second year license EFL students and teachers of the written expression module and their attitudes towards error correction in learning and teaching writing skill. It also aims to investigate the main types of corrective feedback that adopts the written expression teachers and the types that students mostly prefers. A descriptive delimitation and a quantitative research method uses for data collection purposes. A questionnaire administered to a sample consisting of 60 second year license students out of 255, and a second questionnaire distributed to 6teachers of writing language at the department of English in the university of Mohammed Seddik Ben Yahia, Jijel. The results obtained showed that both students and teachers have positive points of view about error correction, and also showed different preferences between students and their teachers for correcting errors for example; students prefer to get all their errors of writing marked and corrected by their teachers, but teachers focus on some errors which important and leave the other errors for students. Based on the findings of this study, some pedagogical recommendations are suggested for teachers of the writing skill and second year license students of English Language.
