The ability of writing is considered as a main communication skill and “a unique
asset” in SLA (Chastain, 1998) that language learners should be fully aware of.
Methodology in teaching writing therefore has experienced considerable changes
in the approach to teaching and assessing learners. Written corrective feedback as
a response channel to students‟ writings in SLA classrooms has been a topic of
inclusive debates and inquiries amongst the scholarly sphere. Contributing to this
bulk of controversy, the present study investigates teachers‟ perceptions and their
students‟ attitudes and evaluations as to the practice of error corrective feedback.
To collect data, two different questionnaires of suitable reliability were delivered
to sample respondents of 12 teachers and 34 students respectively to elicit data
catering the study‟s purposes. Findings were also triangulated with 5 participant
teachers invited for follow-up interviews and a comparative reference to previous
studies on written corrective feedbacks. The results revealed that there are no
dramatic differences in teachers‟ attitudes towards the usefulness of written
corrective feedbacks. However, when it comes to types and amount of errors they
should comment on, teachers‟ responses and preference cover a wide spectrum.