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The aim of this research is to figure out EFL students preferences on types and methods of addressing lecturer-s feedback on formative essay rubric at one of university in Jakarta. Quantitative methods via survey questionnaire and semi-structured interview were used to gather the data among thirty EFL students at Bina Nusantara University. The data was analyzed using descriptive analysis. The results showed that majority of the students preferred having lecturer-s feedback in the form of holistic rubric than analytical rubric due to simplicity to understand the score meaning which represented the real lecturer-s feedback. In addition, the EFL students favored electronic delivery method to dispense lecturer-s feedback written in the essay rubrics. This method of delivery was chosen mostly by EFL students because of its time-valued and multi-access. Apart from those findings, EFL students and lecturer-s must have greater mutual understanding on the need to select appropriate types and methods of delivery lecture-s feedback on formative essay rubric for developing EFL students- essay performances.