The interest in learners’ beliefs about oral corrective feedback (OCF) has increased in the last couple of decades. However, there are still very few studies that inspect learners’ beliefs about different OCF types. There is likewise a serious lack of research on the emotional impact that correction has on learners, given the voiced concerns about its detrimental effects on learners’ FL learning motivation and development. This research study thus investigated learners’ beliefs and preferences regarding different OCF types, with particular emphasis on their affective response to these corrective types. Seventy-one Croatian EFL learners (32 6th graders and 39 8th graders) were distributed a questionnaire designed for the purpose of this research study. Four OCF types were selected for examination; explicit correction, recast, elicitation, and metalinguistic feedback. The results of the study justified the concerns about the negative affective influence of oral correction, as slightly more than half of the participants were found to experience negative emotions following at least one of the OCF types. The strongest negative emotions were expressed in relation to explicit correction. A significant number of participants highly valued self-correction and they thus generally felt more positive about negotiation types. The preference for explicit correction and recast mainly came from the participants who did not like self-correction, either because they found it demanding or because they feared failing to correct themselves.