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This article reports on an exploratory study of how instructional interval plays a role in deciding success or failure of the Dynamic Written Corrective Feedback (DWCF) with a series of new pieces of writing tests. 69 university beginning level writers in Korea participated in the study, and 207 writing samples were analyzed. Rather than looking at students’ errors with comprehensive manner, the researcher focused on the learner produced errors as a target for teaching and extended the range of writing assessment from grammar to organization and content. The results of the study indicate that DWCF is strongly affected by the instructional hour intervals either one week or one day. Instructional hour intervals make significant differences both in short and long period of task time favoring for students from summer and winter session. Students from short instructional hour intervals show dramatic development in the areas of global, local, and mechanic errors when they were compared with their counterparts. Educational implications targeting for a specific group of L2 writers are provided with pertinent empirical findings.
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