Corrective feedback (CF) has been investigated in relation to learners' error types that trigger CF and learners' responses to CF. These research findings generally suggest that recasts, the most frequently used type of CF, did not trigger learners' reformulation of their erroneous utterances very frequently. In these studies, however, teachers' choice and learners' preference of CF types have not been probed from the point of view of the teachers and learners. The present study explores teachers' choice and learners' preference for CF types in Japanese as a foreign language (JFL) classrooms through audio recordings of the classes and a stimulated recall (SR) interview with each participant. The findings indicate that teachers chose recasts because of the time limitation of classes and their awareness of learners' cognitive styles. They also chose CF types such as elicitation or metalinguistic feedback when they regarded the learners who made erroneous utterances as being able to work out correct forms on their own. Most of the learners preferred to have an opportunity to think about their errors and the correct forms before receiving correct forms by recast.
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