Providing feedback is considered to be an ethical and professional responsibility of the lecturer in Higher Education Institutions (HEI). However, students – especially low-achieving multilingual and multicultural students from minority groups - seldom make good use of the feedback and often repeat the same mistakes in subsequent writing assignments. The current study investigated the impact of lecturer e-correction (digital pen - DP) and students’ active self-correction (ASC) on multilingual and multicultural undergraduate students’ writing performance in a HEI in the UK. Findings indicated that self-correction improved students' writing performance. Students also found the self-correction method difficult but rewarding. The chapter provides recommendations for further research and highlights implications for theory and practice.