Second, different motivational-type learners show different preferences of type,manner and object of WCF. The questionnaire and interviews show that differentmotivational type learners do show differences on their preferences. As to the preferencesof WCF type, the most comprehensive type is preferred by the five motivational learners.What is more, if the learners possess a higher motivational level, their scores on thepreferences of WCF type will be higher. This could be attributed to that the mostcomprehensive type provides the most scaffolds for the learners, learners with higherlevel of motivation care about their errors and have the desire to correct them with thehelp of scaffolds. Concerning the preferences of WCF manner, the most detailed manner(Manner 1) and the briefest manner (Manner 4) are not the ones to be chosen as thefavorite manners. Learners prefer the manner which not only gives them hints to correcttheir mistakes but also leave some space for them to improve themselves. What is more,learners with higher motivational level show more acceptance to different WCF manners.With regard to the object of WCF, for the influences of the mode of evaluation andlearning environment, learners prefer their teachers to give more feedback on their errorsof language form, rather than the meaning. The same as the above results, learners in thegroup with higher motivational level have stronger willingness than others to receivefeedback on different kinds of mistakes.
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