The purpose of this study is to examine whether the effect of a teacher’s corrective feedback for error correction in Spanish learners’ writing tasks is more effective when the learners also have the opportunity to perform self-correction activities for the task. To this end, we designed two feedback experiments and examined which type of feedback is more effective for the learners in a university Spanish writing class. In the first experiment, the teacher provided direct feedback on the participants’ writing tasks and the participants rewrote the assignment at the midterm exam; in the second experiment, the teacher provided indirect feedback with underlines on the learners’ writing tasks, the learners performed self-correction activities, and, finally, the teacher provided direct feedback on the self-corrected writing tasks. Also, the participants rewrote the assignment at the final exam. In addition, the participants completed pre-experimental questionnaires about their needs for teacher feedback and post-experimental questionnaires evaluating the two types of feedback experiments they experienced and the effectiveness of the self-correction activities. The results of these two experiments revealed that participant learners considered the latter type of experiment that included self-correction more effective because it offered them the opportunity to determine the cause of their errors themselves, based on the teacher’s indirect feedback.