The present research investigates the efficiency of corrective feedback on learners' writing performance through electronic platforms. 94 Omani English as a Foreign Language (EFL) learners were selected based on their assessment results. They were randomly assigned into one experimental group and one control group, including 47 students. Both groups were pretested by a writing test to collect the required data. The experimental group then received the treatment using corrective feedback, whereas the control group received only corrective input on the forms and structures of the final draft. A survey was distributed among the experimental group's participants to elicit the students' attitudes toward corrective feedback. The Mann-Whitney U test for comparing the control and experimental groups showed a significant difference between the mean scores of the two groups. Corrective feedback had a statistically significant effect on EFL learners' writing performance. Besides, the survey findings showed that participants emphasized the importance of receiving corrective feedback from their teachers. The current study results can have implications for teachers to implement more feedback sessions on students' writing tasks and other skills equally.