Oral corrective feedback in language classrooms has received considerable attention for the last few decades. However, most of the studies focus on teachers' practices, and how learners perceive these practices still needs investigation. Based on this, the current study examined the perceptions and preferences of EFL learners regarding the types and timings of oral corrective feedback (OCF). The data were collected through video-recorded observations, stimulated recall interviews and focus group interviews. Corrective feedback moves were identified based on a taxonomy and the data derived from the interviews were analyzed through qualitative content analysis. The results showed that students' perceptions varied considerably according to the types and timings of OCF provided by their teachers. They perceived recasts and clarification requests as ambiguous whereas they thought that meta-linguistic feedback was anxiety-provoking and difficult to comprehend. As for the timing, it was found that students did not feel comfortable when they were corrected with immediate feedback and the consecutive use of it by teachers discouraged students from speaking in a classroom atmosphere. In conclusion, the study put forward several suggestions for practitioners that could be taken into consideration while giving OCF to students.