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This study was designed to investigate the effects of corpus-based feedback on the learners’ acquisition of collocation knowledge and their processes of lexical error correction. A total of 40 high school students were divided into experimental and control groups. Both groups took a pre-WAF (Word Association Format) and were divided into higher and lower-level groups according to the results. The students wrote 10 compositions in total, using 3 verbs and 6 nouns that are collocated or not collocated with those verbs in each composition. After each writing session for a period of five weeks, the experimental group students were required to correct their verb+noun collocation errors using concordance lines provided in the form of hand-outs, while the control group students were provided with explicit error corrections from their instructor. The results showed that both types of feedback were effective in improvement of WAF test scores and correction of the collocation errors. The processes of using concordance lines for error correction were found to differ according to student level. Lastly, most students generally agreed on the usefulness of corpus-based feedback for error correction, while some of them pointed out difficulty due to their insufficient knowledge of words and grammar.