Abstarct: This thesis investigated the effectiveness of two distinct forms of written corrective feedback (WCF), marginal and coded, on EFL learner's writing anxiety. Despite extensive research on feedback types, there remains a significant gap in understanding how these methods influence learners' writing anxiety. Through a quasi-experimental method, this study involved two classes of 20 students as the two experimental groups which were selected via convenient sampling and one of them was assigned to receive marginal feedback and the other was decided to receive coded feedback on their writing assignments. Data collection of this study lasted 10 sessions. Quantitative data were collected using pre- and post-intervention anxiety scale. The findings revealed that both forms of feedback were effective in alleviating learner writing anxiety, fostering a supportive learning environment that encourages improvement in writing skills, while coded written feedback was more effective to do so. The implications of this study suggest that educators can confidently implement either feedback method without fear of exacerbating student anxiety, thus promoting a more positive learning experience. Additionally, the research highlights the importance of considering emotional factors in language learning and the potential for feedback to serve as a tool for not only enhancing writing proficiency but also reducing learner anxiety.