This study aimed to investigate the preferences of teachers in the Basic and Advanced Writing Skills courses for WCF, as well as the views and practices of EFL writing teachers. In three different private English-language schools in Baghdad, Iraq. To this end, 70 participants: 35 male and 35 female EFL teachers from different English language classes participated in this research. Data were collected as follows: piloting the questionnaire, administration the questionnaire, classroom observation, and interview. The class was audio recorded via a mobile phone for 5 sessions. In other to eliminate the observation paradox, I kept aside the first 3 recorded sessions. Interviews with three Iraqi EFL writing teachers (T1, T2 and T3) were conducted. Results showed that, teachers have a positive belief toward offering WCF to their students' writing. Moreover, Iraqi teachers provide feedback directly to their students’ writing. All writing teachers' beliefs and practices on the quantity of WCF were consistent. However, there were some differences among teachers as to who should add WCF to students' assignments and how explicit the WCF should be. However, there was a striking discrepancy between them in terms of the WCF's concentration and the positive versus negative WCF. Despite the fact that these teachers thought they utilized more encouraging comments, they did not make any encouraging comments when analyzing the texts of their students. Moreover, teachers should adopt a strategy that allows students to edit their writing through several versions after receiving feedback from teachers or peers because writing skills are recursive in nature.
