| Summary: | The present study was designed to see how individuals with different self-efficacy beliefs respond to and learn from the learning potentials of different types of feedback provided on linguistic aspects of their writing. More specifically, a multiple-case study approach was adopted and the performances of three EFL students with different levels of self-efficacy beliefs in writing were compared. The qualitative analysis and comparison of narratives constructed for each individual revealed that different individuals can benefit from the learning potentials of corrective feedback in different and their own unique ways. Accordingly, it can be concluded that we cannot suggest and provide a one-size-fits-all solution to the learning problems and writing instructors must, to the extent possible, consider the individual learners’ cognitive and affective characteristics and their needs while providing them with corrective feedback in writing.
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