The main objective of this study was to verify the effect of using (in)direct written corrective feedback (WCF)strategies to correct writing errors in low-proficiency (LP) and high-proficiency (HP) EFL classes on their engagement. Correction strategies were implemented with the purpose of treating errors of accentual spelling, prepositions, and grammatical agreement. The design of the study was sequential mixed methods design. In the first phase of the study which was quantitative, twenty HP learners and 20 LP learners were selected based on their scores on Quick Oxford Placement Test. In each group, 10 students received direct WCF and the other 10 received indirect WCF for eight weeks (8 sessions). Skinner et al.’s (2009) questionnaire of engagement was used to collect data on the students’ level of engagement before and after the course. The second phase of the study was qualitative and was mainly based on the data collected from semi-structured interviews. The results showed that (1) affective engagement of LP learners of EFL changed positively when they receive direct WCF, (2) LP learners were similar to HP learners in terms of their engagement after receiving direct WCF. Moreover, the findings of the study from the interviews implied that the demand for secure learning experience, and the need for suppressing anxiety were two major strands which the teachers need to consider when providing WCF to boost their learners’ engagement.
