Although studies on Written Corrective Feedback (WCF, hereafter) have been increasingly prevalent in the last few years, inquiries on how advisory students perceive the lecturers’ feedback on their writing tasks have been likely scarce, especially in Indonesian Higher Education Institutions (HEIs) contexts. This study examines the students’ perception and evaluation of the lecturers’ WCF in response to errors and inaccuracies in their academic writing tasks. Through an online survey questionnaire distributed to 46 respondents via email, the results show that the majority of students appreciated any forms of feedback from the lecturers. Their writing skills in four aspects (grammar, vocabulary, organization, and mechanics) also improved significantly through an enhancement of their self-directed learning. Following the analysis model by one of previous studies, the results showed that the students preferred direct WCF to the Indirect one (58.7 %: 15.2 %), while the “Praise” category was given the highest rate with an average score of (4.06). “Criticism”, on the other hand, was the lowest one with an average score of only (2.3) in the evaluation. It is recommended that lecturers always avoid unclear, vague, aggressive, thoughtless, and inappropriate feedback to improve students’ writing skills and performance.