One of the main problems on why supervisors’ feedback is not effective is that there are different feedback preferences between supervisors and their students. This study aimed to reveal the students' preferences toward the supervisors' written corrective feedback (hereafter abbreviated to WCF) strategy and to identify the reasons underlying their WCF preferences. Employing mixed-method research design, this study applied questionnaire and interview as the instruments. 75 EFL students from batch 2018 at the Department of English Language Education at an Islamic University in Aceh participated in this research. The result showed that most students preferred direct WCF with explanation. This study also revealed that students mostly favored their supervisors’ oral explanation when they receive the written corrective feedback for further clarification. Therefore, it is suggested that thesis supervisors discuss about the types of WCF the students prefer to receive during their thesis supervision process.