this study aimed at examining the effects of iranian efl learners’ anxiety, ambiguity tolerance, and gender on their preferences for corrective feedback (cf, henceforth). the effects were sought with regard to the necessity, frequency, and timing of cf, types of errors that need to be treated, types of cf, and choice of correctors. seventy-five iranian efl students, twenty-eight males and forty-seven females, at kish language institute in mashhad, participated in the study. the participants’ proficiency levels varied from the intermediate to advanced. they were assigned to either a low anxiety group (n=32) or a high anxiety group (n=43) based on their language anxiety scores. according to the learners’ scores on the ambiguity tolerance questionnaire, they were assigned to either a low ambiguity tolerance group (n=32) or a high ambiguity tolerance group (n=43).the data from anxiety scale and cf questionnaire showed that the observed differences between high, and low-anxiety groups, regarding necessity and timing of cf were significant. with regard to the frequency of cf, types of errors, methods of cf, and the delivering agents of cf, the students shared almost similar ideas regardless of their anxiety levels. the data from ambiguity tolerance scale and cf questionnaire revealed that students in both groups agreed that errors should be treated and they had relatively similar ideas about the timing of cf, methods of cf, and the choice of correctors; however, compared with students in high-ambiguity tolerance group, low-ambiguity tolerance students needed more corrections, regarding their frequent and individual errors. with regard to gender, male and female learners had different ideas considering the timing of cf. male learners had a higher tendency toward delayed error correction. on the other hand, considering immediate error correction, female learners had a significantly higher mean than male learners.