Providing feedback is one of the foreign language writing teacher's most important tasks (Ferris, 2007). However there is less certainty about the techniques that should be used (K. Hyland & F. Hyland, 2006). This article reports on research that investigated the effects of two types of teacher feedback, on-tape and written, and of the absence of feedback on students' (n = 89) error correction. A comparison of the number of macro (content, organization) and micro (vocabulary, grammar mechanics) errors before and after the experiment yielded a statistically significant reduction in the number of mistakes in final drafts. Students perceived the type of response received (either taped or written) had been helpful in revising their papers and considered the most beneficial aspect of teacher feedback to have been a focus on micro errors. This study offers insights into an ecclectic approach to teaching writing in similar EFL contexts. (Contains 3 tables.)