The role of grammar learning has been debated in the field of second language acquisition (SLA) (e.g. Corder, 1967; Ellis, 2003; Krashen, 1985). Furthermore, grammar correction has been a particularly controversial issue in second language writing instruction (Truscott, 1996, 2007; Ferris, 1999, 2010). Since learners’ beliefs have been considered an important variable in second language learning (Dörnyei, 2005), learners’ beliefs about grammar learning have begun drawing SLA researchers’ attention. For example, Loewen et al. (2009) found that second language learners tend to have negative attitudes towards grammar learning because they hold a high regard for communicative language tasks. Second language contexts, however, differ from foreign language contexts in respect to learning motivation and communicative purposes among others. This study addresses the lack of research investigating students’ beliefs regarding grammar learning and correction in EFL contexts. A questionnaire was developed and revised based on Loewen et al (2009). To uncover EFL writers’ beliefs about grammar learning and correction, an exploratory factor analysis was performed on questionnaire data from 306 Taiwanese EFL writers attending technology universities. The analysis uncovered four factors including 1) emphases on the connection between grammar learning and writing, 2) positive attitude towards the analysis of grammar rules, 3) positive attitude towards written correction, and 4) negative attitude towards oral correction. A repeated measure ANOVA was further run to investigate the influence of the four extracted factors. The results indicate that EFL writers tend to value learning contexts that encourage or emphasize a connection between grammar learning and English writing. In addition, results indicated that EFL writers value the analyses of grammar rules the least. Pedagogical implications for this study, including the need for grammar integration and writing conferences, are discussed.