This study investigated factors that are related to student success in using and learning from written corrective feedback (WCF). Focusing on learner affective variables and a student writing corpus collected over the span of a semester, different types of feedback and errors were investigated. Previous studies have focused on one or, at the most, two variables, such as motivation, error type, corpus, instruction type, etc., but a combination of all of the different factors, such as error type, motivation, correction type, and corpus, offers a fresh perspective towards learning about student use of feedback. Using expectancy-value theory and Gass' five-step framework as guiding frameworks, this study offers a convergent mixed methods perspective to WCF through a comprehensive quantitative analysis of student writing and corpus data coupled with a qualitative outlook through analysis of student writing and corpus data feedback and student perception of it. Twenty-two undergraduate ESL students were recruited and their guided writing drafts were studied through the course of a semester. A writing prompt was analyzed with stimulated recall regarding error correction and feedback usage. Motivational testing of student motivation towards feedback and tasks were surveyed through the use of the Motivated Strategies for Learning Questionnaire (MSLQ) and analysis of concordancing and collocations of the writing samples were taken as well. Student interviews were also used to investigate student perception of feedback. The data collected both quantitatively and quantitatively was merged to create themes that helped to show that there was a connection between expectancy-value, motivation, and feedback use and that the breakdown between intake, integration, and output seems to be valid and worth further exploration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]