Most learning activities have been conducted online since the pandemic occurred. Teachers are forced to adapt to new teaching techniques in an online setting including in conducting error correction, although their experiences may still have a big impact on how they correct their students. This research was aimed to figure out if there was any relationship between teachers’ preferred frequency, method, and beliefs of error correction and the students’ proficiency they taught. This study employed a descriptive method in which the data was collected quantitatively and qualitatively by using observation and interviews. The participants were five EFL teachers. The result of this study showed that teachers gave more error corrections to lower-proficiency learners than to higher-proficiency learners. This study also found that when it came to the relationship between teachers' beliefs and practices in EC and students' proficiency, the most important factor for teachers to consider when determining the number and types of EC given was the students' proficiency and background knowledge of the target language. This research also discovered a discrepancy between the teachers’ beliefs and their practice in terms of the amount and types of EC they provided across proficiency groups. The findings of this study can benefit EFL teachers and education institutions to effectively fulfill students’ needs for error correction in an online setting.