A qualitative case study of three introductory French as foreign language classes at a university observed and analyzed the content of student-initiated interactions with the instructor to determine if students’ requests centered more on linguistic or process-oriented issues in writing. Afterwards, we used semistructured interviews to gain insight into student perceptions of the efficacy of the feedback they requested during the workshop. Results revealed a prevalence of student-initiated language-based questions during the class and an overall satisfaction with the oral corrective feedback they received.