Many fields of errors and Mistakes contexts have been occurred on the study of English ground, due to contrastive Analysis between Arabic and English Language learning. The few studies researched on the subject. This study takes learners' and teachers' written feedback for Fourth Year, University of Bahri- English Department 2018-2019- in Sudan. Their as perceptions well as teachers’ actual feedback practices, two areas of written feedback contexts; one, testing potential areas of mismatch between teachers' and learners' perceptions of teachers' error feedback practices and two, detecting the possible misfits between teachers' perception of their feedback practices and their actual feedback performance. To this end, 30 participants including 40 students from English classes with a focus on writing and 10 of their teachers were selected and asked to separately fill in teacher and student's comprehensive questionnaires. Then, at the end of the course, an actual error correction task was corrected by the teachers. The results indicated four certain mismatch areas between teachers' and learners' views on (a) teachers' manners of marking, (b) use of error codes, (c) awareness of error selection principle and (d) effectiveness of teachers’ error feedback practices. Furthermore, four areas of misfits between teachers' perception of (a) their manners of error marking (comprehensive vs. selective), (b) manners of feedback provision (direct vs. indirect), (c) use of error codes (d) amount of errors selected and their actual feedback performance were found.