THE OBJECTIVE OF THIS STUDY WAS TO EXAMINE THE PERCEPTION OF A GROUP OF CHILEAN STUDENTS REGARDING THE DIFFERENT TYPES OF WRITTEN CORRECTIVE FEEDBACK DELIVERED BY THE TEACHER IN THEIR ACADEMIC WRITINGS IN ENGLISH. THE TYPE OF STUDY USED CORRESPONDED TO A DESCRIPTIVE CORRELATIONAL METHOD. THE SAMPLE CONSISTED OF 31 THIRD-YEAR STUDENTS FROM A CHILEAN PUBLIC UNIVERSITY AND THE ANALYZED CORPUS COMPRISED 15 ABSTRACTS WRITTEN IN ENGLISH. THE RESULTS INDICATED THAT THE STUDENTS SHOWED A POSITIVE PERCEPTION TOWARDS DIRECT WRITTEN CORRECTIVE FEEDBACK. IN ADDITION, A FAVORABLE REACTION IS OBSERVED BY THE STUDENTS FOR THE WRITTEN CORRECTIVE FEEDBACK. ON THE OTHER HAND, THE RESULTS ALSO SHOWED THAT THERE IS A RELATIONSHIP BETWEEN PERFORMANCE AND SOME TYPES OF FEEDBACK.