It is widely accepted that written corrective feedback (WCF) is an effective tool for helping learners develop their L2 knowledge. Yet, it remains inconclusive as to which type of WCF can best facilitate L2 learning. In recent years, many second language acquisition (SLA) researchers agree that "direct" and "focused" WCF may be more effective in aiding learners' L2 development when compared to "indirect" and "unfocused" WCF. Other SLA scholars argue that the type of WCF might not matter as all types have been shown to be effective to some extent. Instead, the focus should be on selecting the appropriate type of WCF that is tailored to the needs of target learners. Recent research has suggested that practitioners consider learners' proficiency levels and beliefs towards the use of feedback before selecting the type of WCF to be used in class as these factors can significantly determine the success of WCF. To guide practitioners' practical decision-making on this topic, this article aims to provide a comprehensive review of studies on WCF and offer recommendations on how to best implement it in specific teaching contexts based on current literature. [Note: The page range (17-25) shown on the PDF is incorrect. The correct page range is 12-25.]