There has been a long debate about the effect of Written Corrective Feedback (WCF) to improve second language (L2) learners’ writing performance. This study conducts an experiment aiming to investigate any short and long-term effects on L2 development. The data were collected from essays and texts within a group of students in their 3rd year of Primary Education, whose ages range from 8 to 9. Results revealed the validity of direct WCF over indirect WCF at primary level. Over a period of two months, this research found out statistically significant results for future studies and pedagogical implications.