This paper reports on the perception of Korean EFL learners toward feedback types on their written errors. The survey was administered using an adopted questionnaire from previous studies (Ishii 2011; Leki, 1991). This further allows a comparison of Korean EFL learners' attitudes with the responses to an identical questionnaire by Japanese EFL learners and ESL students in North America. The collected data were analyzed based on the response frequencies and a one-way ANOVA test was performed. The results indicated that Korean EFL learners react in favor of direct feedback to their written work, and yet they show little tolerance for simply marking the error without explanation or no feedback. In addition, these preferences are found to be different from Japanese EFL learners and ESL students. Possible explanations for the results were given with reference to the theoretical constructs of SLA.