This study investigated teachers beliefs and students’ preferences on Written Corrective Feedback (WCF). Qualitative data was collected through semi-structured interviews with 6 (n=6) pre-service teachers in their first-year of a four-year Bachelor of Education (BEd) degree programme and 2 (n=2) ESL teachers who taught academic writing to BEd students. WCF is found to help L2 writers to notice language patterns and errors as well as language models to improve their writing as an effective writing pedagogical practice. The study found that teachers believe that the use of WCF remedies students’ weaknesses in grammar, vocabulary and lack of brainstorming ideas.

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