Abstract: Corrective written feedback has been an extensively researched topic in second language writing, but there have not been many studies on EFL learners. The present study is reflective in nature, examining the teacher- researcher's error correction practice and such activity's immediate effects. Results show that direct feedback has the best immediate effects, and the two indirect corrections also have good effects. Error type is found to affect students' revision. The frequency of error types is negatively correlated with students' correction results. Whatever error type is involved, there is a high rate of successful correction if students notice and try to correct the errors. On the other hand, there are also marked errors ignored by students, and even more so if the errors are unmarked, which suggests that Chinese EFL learners rely heavily on instructors' error correction and are weak in the ability to find and correct errors on their own.