This study explores low-achieving senior high school EFL learners’ perceptions of, challenges in, and preferences for error correction in writing. Despite extensive research on feedback efficacy, few studies focus on struggling learners’ specific difficulties with writing errors. Using a mixed-methods approach, surveys (four dimensions: attitudes toward correction, writing challenges, learning strategies, and teaching suggestions), and interviews, this research applies Error Analysis Theory to identify common writing errors and their potential causes among low-proficiency EFL Learners in Senior High School. Descriptive statistics reveal that students struggle most with grammatical nuances and interpreting corrective feedback. While learners prefer explicit teacher guidance, many lack strategies to self-correct effectively. Findings highlight the need for tailored interventions directly from the English teacher. This study contributes practical insights for educators addressing error-correction gaps in low-proficiency contexts, emphasizing clarity, repetition, and targeted solutions.