Abstract-The purpose of the present study is to investigate the effect of written corrective feedback on EFL learners' performance after completing a set of output activities. The study involved two groups of learners (24 male students) at intermediate level. The first group, consisting of six pairs, worked on four output activities (text editing, composition, transformation and substitution). The second group received written feedback after completing the same activities. Twelve tailor-made dyad-specific tests were constructed and administered to the pairs of learners. Results revealed that the participants who received written corrective feedback after completing the activities outperformed those who did not receive written feedback. The study confirms the view that providing an opportunity for interaction after receiving feedback triggers noticing the gaps between the learners' interlanguage and target language, which facilitates L2 development.