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The purpose of this study is to analyze EFL learners error types and feedback effects in English descriptive writing. 60 Korean college students had 30 minutes to write each of two descriptive essays in class and responded to a questionnaire. Participants were also required to correct each language form error in their first drafts across two feedback conditions. This study examined participants error rates of the first and revised draft to categorize EFL learners error types and differentiate the effects of the teacher’s feedback. The results of the descriptive writing tasks analyzed by error rate indicate a significant improvement in accuracy and fluency after revision. Detailed error analysis on descriptive writing indicates that the error types related with nouns are more frequent and treatable than those with verbs, which were the two main error types in the previous EFL writing studies regardless of genres. There was a subtle statistically insignificant difference to correct each error type with different types of teacher’s feedback due to the varying proficiency level of each group but it showed a tendency that the more explicit feedback the teacher provided, the less error rate students made. The findings suggest teachers consider the benefits of writing genres as well as explicit feedback types when analyzing error types.

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