Abstract
Purpose of the study: This study aims to explore students’ beliefs, which play a vital role in learning a foreign language. The present study investigated this important factor on undergraduate EFL students at Khwaja Fareed University of Engineering & IT, Rhaimyar Khan, Pakistan.
 Methodology: The study is quasi-experimental and used questionnaires and interviews. Students were divided into two groups: treatment and control groups. Writing accuracy for the pre and two post-delayed tests were checked and statistically analyzed on SPSS. Different repeated measures ANOVA tests were used.
 Main Findings: Main findings of this study revealed that there were marginal differences in the beliefs of the students from urban and rural areas. Findings also showed that types of the written CF which are the most effective were different according to their beliefs. Besides, beliefs about written CF were also found to impact students' writing accuracy significantly. Students in the control group showed significant accuracy in writing compared to the students in the control group.
 Applications of this study: The present study will be useful for constructing university students’ existing beliefs about written CF and practices with respect to learning English as a foreign language.
 Novelty/Originality of this study: This study's most significant research contribution regarding language learning beliefs is that it probes the extent to which differences of beliefs may impact students' development of writing accuracy after they received written CF. As no earlier studies could investigate this issue; hence, this study has attempted to fill an important research gap.
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