| Summary: | The effectiveness of different types of written CF to improve EFL learners’ writing accuracy has been
an issue which has currently received a lot of attention in EFL field. The current study is the
continuation of that focus by probing whether beliefs about written CF are varied between the
university students of two different contexts. Whether differences of beliefs between two groups have impact on students’ uptake and retention. The study also investigated whether there are differences in the types of written CF that is the most useful and effective in two different contexts. By comparing students’ contexts and investigating beliefs about written CF, this study investigated the topic from cognitive perspective which is in contrast to the previous studies on cognitive perspective. Quantitative approach was used to collect data through five point Likert Scale questionnaire and writing prompts. Regarding writing prompts, the study used a pre-test, post-test, and delayed posttest, second delayed post-test design where written CF was given after the pre-test and the initial post-test. The students were placed in two groups according to their preferred written CF: direct CF group, indirect CF group and third was control group, hence; given no written CF. Findings of the current study revealed that there were marginal differences in beliefs of both groups of the students (urban and rural). Findings also indicated that types of the written CF which is the most effective were different between urban and rural students. Besides, beliefs about written CF were found to have impact on uptake and retention on the rural students but not on the urban students. The results of this study contribute the understanding about which social factors may have more impact on written CF. The contribution to the theory and research have been provided. Practical suggestions for pedagogy and future research have also been given.
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