Proyecto de Investigación para obtener el grado académico de Licenciado en EducaciónThe present qualitative case study has taken two teachers and three students from the English Teaching programme from a university located in Concepción, Chile. This study had the objective of analyzing the perceptions of students and teachers about the use of written corrective feedback in the context of teaching and learning English as a foreign language. In order to achieve this goal, a semi structured interview has been used as the instrument for obtaining information from the participants. In this vein, in the opinions of the interviewed teachers and students convergences can be observed on one hand and divergences can be perceived on the other hand. In relation to the convergences, teachers and students have shown preference for indirect written corrective feedback, since it is considered an effective manner of discovering and correcting errors. Meanwhile, as to the divergences, teachers have demonstrated a preference towards correcting specific errors instead of correcting all types of errors. Finally, teachers as well as students agree on the effectiveness of peer feedback, as it generates an atmosphere of trust when comments are being received from student to student.