This study investigated students’ uptake of written corrective feedback provided through a computer-mediated tool. Sixteen students studying in the English preparatory department of an English-medium university in Turkey completed five writing tasks, each consisting of two drafts. Written corrective feedback was delivered through an online learning management tool. Feedback on grammar, vocabulary, content, and organization was provided both directly and indirectly, with some indirect grammar feedback also including references to the students’ grammar book to improve their engagement with the feedback. The uptake of the provided feedback was measured based on the students’ revisions in the second draft of each task. Students were able to address over 80% of the total feedback successfully. Results indicated that students received more direct feedback than indirect feedback, and the success rate of their revisions to the feedback varied depending on the type and area of feedback received. Interviews were conducted with students to discuss their experiences with the online feedback tools. Both qualitative and quantitative data suggested that while online platforms offer certain advantages in providing feedback and may enhance student engagement, addressing social aspects of feedback delivery is crucial to maximizing its effectiveness in teaching writing.