Abstract: This paper probes into the issue of whether or not written corrective feedback facilitates second language acquisition (SLA). The analysis shows that the effectiveness of written corrective feedback, though not supported by Universal Grammar-based SLA theory and monitor theory, can be predicted within the framework of other mainstream SLA theories, including processability theory, connectionism, information processing models, interactionist approach and sociocultural theory. In general, we should give credit to written corrective feedback and oppose the polemic against this teaching practice.