This research aimed to investigate students’ attitudes toward written corrective feedback (WCF) and their preferences for WCF at secondary level. A descriptive research design of a quantitative approach was used. A total of 53 students from preparatory Iraqi schools participated in the study. They were selected from Al-Jawahiri Preparatory school for boys, Al-diwaniya directorate of education, Middle of Iraq. The instrument of this study was a survey questionnaire which was administered to all participants. The questionnaire was translated into Arabic, since some of the students did not have a full understanding of research and its procedure was used to collect data. The results showed that the participants found their teachers’ WCF helpful in noticing their errors in writing and helping them to improve their performance in English. In particular, they held a strong preference for explicit error correction on language, organization and content accompanied by teachers' comments on errors. It is suggested that teachers may keep students’ views and preferences in mind while giving WCF to students on their writing to make it useful for them
