On the basis of a previously developed by R. Ellis typology of corrective feedback currently available to teachers and researchers this article presents the outcomes of a small-scale research of the most effective corrective feedback strategies in a context of a university course for postgraduate students. The reader can find a useful overview of the corrective feedback strategies backed up by the relevant research briefly examined. This study has investigated the students’ response to the error correction strategy offered – direct corrective feedback, indirect, metalinguistic corrective feedback and reformulation. The surveyed group of 18 postgraduate students of the St Petersburg State Univeristy, all of them doing their research in physics. The research finding convincingly show that the target group of learners preferences and briefly describes the implications for the language teaching: the explored ways of error correction and corrective feedback can meaningfully contribute to learners’ language learnin