This study explores the effectiveness of different error correction strategies in the context of teaching English as a Foreign Language (EFL) to university students. The primary objective is to compare two common approaches: Teacher Feedback (TF) and Peer Feedback (PF), focusing on their impact on students' writing accuracy and their overall engagement with the learning process.

The research involved 30 undergraduate students divided into two groups over an eight-week period. Data were collected through a quasi-experimental method involving pre-tests and post-tests of student essays, as well as a qualitative survey to assess student attitudes. The results indicate that while Teacher Feedback remains superior for improving grammatical accuracy and technical precision, Peer Feedback significantly enhances student autonomy, develops critical thinking, and reduces "writing anxiety." Specifically, students in the peer-feedback group showed a higher tendency to revise the content and structure of their essays rather than focusing solely on surface-level errors.

The findings suggest that a pedagogical shift toward a hybrid feedback model—combining the authority of the teacher with the collaborative benefits of peer review—can lead to more sustainable writing development. This study concludes that integrating peer feedback into the curriculum helps students become more independent and reflective learners.

English as a Second Language (ESL), EFL writing, teacher feedback, peer feedback, error correction, student autonomy, communicative language teaching, corrective feedback.

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