<![CDATA[This study explored the role of feedback in improving EFL students’ academic writing by examining its functions, implementation strategies, and challenges from both students’ and lecturers’ perspectives. While previous studies have focused on feedback effectiveness and types, limited attention has been given to how students internalize and apply feedback through reflection and the challenges involved. This study employed a qualitative interpretive phenomenological approach and was conducted at Yogyakarta State University, specifically in the fourth-semester Academic Writing course of the English Language Education undergraduate program. The participants consisted of seven students and one lecturer. Data validity was ensured through triangulation. Data were collected through observation, interviews, and document analysis, including draft writings with feedback annotations, and were analyzed using thematic analysis. The results show that feedback enhances EFL students’ academic writing by improving accuracy and developing critical thinking, metacognitive awareness, and learner autonomy. It serves as both a corrective and developmental tool through interpretation, reflection, and revision using strategies such as categorization, self-reflection, peer collaboration, and digital tools. Despite improvements, challenges involving time, technical feedback comprehension, and emotional responses remained. Theoretically, this study extends EFL feedback literature by conceptualizing feedback as a learner-mediated process that integrates cognitive, metacognitive, affective, and contextual dimensions in academic writing development. Practically, the findings provide implications for designing more dialogic, reflective, and student-centered feedback practices that enhance feedback literacy and academic writing instruction in higher education.]]>
