| For many EFL learners, writing is considered as one of the most challenging skills to learn. Many EFL learners encounter challenges in writing. Therefore, it is essential for teachers to provide effective corrective feedback to help their students become aware of their mistakes and improve their writing skills. Previous studies revealed that students showed positive attitudes toward teachers’ written corrective feedback. However, there are not many researchers who study factors that might affect the students’ attitudes. Therefore, this research aimed to investigate types of written corrective feedback given by the teacher in evaluating students’ writing in EFL writing class as well as its correction target, and students’ attitudes toward teacher’s written corrective feedback. The participants of this study were 41 eighth grade students and 1 English writing teacher from a private junior high school in Jakarta, Indonesia. In the data collection process, the researcher determined the types of feedback used by the teacher from the students’ writing exercise and test. Additionally, the students were asked to fill in a questionnaire containing 17 items related to their attitudes. The findings were analyzed quantitatively. The findings showed that the teacher mostly used direct corrective feedback mainly to correct students’ language errors and a few indirect corrective feedback mainly to correct students’ content errors. In general, students were happy and satisfied with the feedback given shown by the positive attitudes toward the feedback given. They believe that teacher’s written corrective feedback was motivating and useful in improving their writing skills. In conclusion, the teacher has delivered written corrective feedback appropriately for the students to foster their writing skills. However, teachers need to pay attention on the accuracy of the given feedback, explore more types of written corrective feedback, and adapt the feedback with the students’ needs, preferences, and proficiency. |