This paper aims at investigating EFL learners opinions, perceptions, and preferences of error correction (EC) including the necessity and acceptance of EC, contribution of EC to their language competency, frequency of EC, timing of EC, types of EC, strategies of EC, and delivering agents of EC. In order to achieve these aims, a 5-Likert scale questionnaire adopted from Fukuda (2004) consisting of 23 items was given to one-hundred-eighty students of second, third, and fourth stages/years of the English Department, College of Basic Education, University of Duhok. The study has come up with the following findings: the participants strongly agree that their erroneous utterances should be treated, EC contributes to developing their language skills, they usually want their teachers to give them feedbacks on their spoken errors and 63.9% of the students agree that their spoken errors are to be treated after they finish speaking. As regard to the types of errors, 46.7% of the students wanted to receive Corrective Feedback (CF) on their serious verbalerrors, which might generate poor comprehension. As for the strategies of CF, the clarification request was the most frequent strategy preferred by participants, followed by the recast as the second-ranked strategy; the third-ranked strategy is repetition while the explicit feedback strategy is the least and unwanted feedback. Finally, concerning the category of delivering agents of CF, teacher correction is the most frequent agent preferred by the participants.