This paper reports a descriptive study to enquire into English as a Foreign Language (EFL) secondary and high school (K-12) students’ perceptions about the advantages and difficulties of written feedback by questioning in writing. This paper draws on the data collected as part of a larger project including questionnaires and focus-group interviews. The findings reveal that students held positive perceptions about the impact of written feedback by questioning in writing, particularly on motivation, writing skills, and attitudes and preferences.