This paper reports on a study exploring English language teachers' stated beliefs on coded unfocused corrective feedback in improving learners' writing accuracy at King Abdulaziz University (KAU). A questionnaire with both closed and open ended items was taken by ten participants. The results of the study indicate that many participants in the study believe that coded unfocused corrective feedback, currently employed at KAU, is comparatively effective in improving learners' writing accuracy, and that it is more suitable for high level learners who are motivated enough to deal with all errors. Also, this study reveals that unfocused corrective feedback is useful to produce a better second draft; however, some learners' errors still recur in new writing despite the continuous corrections offered by teachers. Participants in this study further believe that using codes to mark learners' errors is not as beneficial as it should be, and it would be more effective if used selectively.