This study aims to explore how do Korean learner writers receiving direct written corrective feedback(WCF), indirect WCF describe their strategies for applying feedback to existing texts on subsequent texts. in order to do it, Data collected from multiple sources, including 13 Korean learners’ written texts, Survey results, interviews, and Written revision. and explored how korean learners behaviorally, strategically and affectively engage with WCF. The amount of successful uptake in indirect written corrective feedback, 46.59% was significantly lower than in direct written corrective feedback(98%). In indirect WCF, the highest amount of successful student uptake occurred in the subcategory on grammar and the lowest on Vocabulary. Different learners had different attitudes toward feedback. Findings suggest that teachers need to have a thorough understanding of students’ backgrounds and beliefs and that they should carefully plan their WCF strategies to enhance students’ engagement with WCF. (Seoul National University)