This action research explores on the use of written corrective feedback as a teaching strategy in an online distance learning platform. Guided by Ellis’s typology of written corrective feedback, this paper reports how written corrective feedback has been implemented to improve academic writing outputs of grade 11 students of Philippine Science High School-Eastern Visayas Campus. This paper identifies strategies for providing feedback (for example, direct, indirect, or metalinguistic feedback), as well as, students' response to the feedback (for example, revision required, attention to correction only required). Furthermore, this paper investigates on students’ perceptions on the use of written corrective feedback as a teaching strategy. This paper found that online messaging platforms, and video conferencing are the strategies used to provide written corrective feedback to academic writing students. It was also found that both “revision required” and “attention to correction” are given as feedback to students’ writing outputs. Lastly, this paper revealed that students preferred online written corrective feedback as a teaching strategy citing that the process of written corrective feedback allows students not only to address writing problems found in their academic writing outputs, but it also gives students the opportunity to share their thoughts and inputs during the process.