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Writing is considered to be one of the most challenging skills that students in higher education have to acquire in order to improve their linguistic performance. Students do require effective feedback that takes into consideration their academic needs/challenges and their linguistic abilities. Feedback allows the learners to know the types of mistakes/errors they make so as to pave the way towards a better performance in the future. In fact, there is a growing body of evidence supporting the importance of providing timely and motivating feedback to enhance students' academic achievements. However, few empirical studies have addressed the issue of feedback in higher education in Morocco. The focus of this paper will be to reveal the different factors that impede students from taking the best of different kinds of feedback they are likely to receive from their teachers. Based on a questionnaire addressed to fourth-semester students from the English department at the Faculty of Arts and Humanities in Beni Mellal, the aim of this article is to lay emphasis on students' opinions and perceptions of their teachers' feedback and its relevance to the former's linguistic performance. [ABSTRACT FROM AUTHOR]