Despite the fact that a considerable proportion of today’s writing programs operate according to the principles of genre-based instruction, research has not adequately dealt with the teaching of various genres (e.g., job application letters). Nor has research, to date, attempted to address the issue of written corrective feedback in conjunction with genre-based instruction. This study, therefore, aimed to investigate the impact of written corrective feedback in the context of genre-based instruction on job application letters. To this end, 120 Iranian advanced-level EFL learners at Kish Institute of Science and Technology participated in the present study. After administering the TOEFL test, 80 students scoring within ±1 SD of the mean score were randomly assigned to one of two experimental groups?namely, Direct Feedback Group or Indirect Feedback Group. Having sat a writing pretest, the participants received genre-based instruction on how to compose job application letters. Meanwhile, they were supplied with direct or indirect feedback on their writing. Following this instruction, a writing posttest was administered, the results of which showed that direct corrective feedback was more effective than indirect corrective feedback in the context of genre-based instruction on letters of job application.