This research study explored learners’ engagement with written corrective feedback (WCF) and subsequent second language (L2) writing performance changes. This study seeks to analyse whether providing EFL learners WCF affects their writing performance in term of the subject-verb agreement accuracy. 60 EFL students at a private institute in Iraq who were about 14-18 years old participated in this study. Students were randomly assigned into 2 groups. One group was allocated to the control group, which do not get comments from the teacher. The other one was the experimental group, which received corrective feedback on the substance of their writing. The first step in the data analysis was to classify the various errors made by the EFL students in the control and experimental groups. The pre-test, immediate post-test, and delayed post-test were used to collect quantitative data to see if corrective feedback had a positive effect on learners’ L2 writing outcomes, and to compare the overtime impact of corrective feedback which was investigated on the quantitative variable: accuracy performance in learners’ L2 writing. The results showed that there is a significant and positive difference between the experimental and control groups in terms of writing accuracy in both immediate and delayed posttest. In addition, results of repeated measures ANOVA from pretest to the immediate posttest revealed that the written corrective feedback had a statistically significant within-subjects effect and between-subjects effect on the experimental groups' writing accuracy across time. The findings of this study can aid and direct EFL teachers in providing instruction to students on how to deal with writing issues.
