Providing written corrective feedback (WCF) for students’ written work is a common practice in the writing classrooms at the Faculty of English, The University of Danang-University of Foreign Language Studies (UD-UFLS). To optimize teaching strategies, teachers must comprehensively understand their students’ attitudes towards this process. Through questionnaires and interviews, this study gathered data from 10 teachers who are in charge of the English language classes and 120 first-year English-majored students to explore their perspectives on the practice of giving WCF in writing lessons. The findings reveal that a majority of students anticipate receiving more focused and direct feedback from their teachers. In addition, the results provide insights into teachers’ expectations regarding students’ post-WCF activities and the extent to which students fulfill these expectations. The study also offers recommendations for refining teaching strategies to better align with students’ expectations, thereby narrowing the gap between teachers’ methods and students’ preferences.