<![CDATA[This exploratory study investigates EFL students’ perceptions of peer feedback and lecturer corrective feedback in developing their writing skills, particularly in business letter writing within the Business Administration Study Program at Politeknik Negeri Medan. Writing business letters is an essential skill in Business Correspondence courses, especially in vocational higher education, where clarity, accuracy, and professionalism are highly required. However, many EFL students continue to face challenges in organizing ideas, applying appropriate business formats, and using accurate grammar and vocabulary. This study employed a qualitative research design, utilizing questionnaires to explore students’ perceptions and experiences regarding peer feedback and lecturer corrective feedback. The participants were third-semester students of the Business Administration Study Program at Politeknik Negeri Medan who had completed the Business Correspondence courses. The analysis focused on how students perceive the role of both feedback types in supporting their writing development. The findings indicate that students perceive both peer feedback and lecturer corrective feedback as beneficial but serving different functions in the writing process. Peer feedback is perceived as useful for fostering collaboration, critical thinking, and awareness of writing structure, particularly in the early stages of writing. In contrast, lecturer corrective feedback is perceived as more authoritative and reliable, especially for improving grammar accuracy and adherence to formal writing conventions. The findings also suggest that both feedback types are viewed as complementary in supporting students’ writing development. The study concludes that students perceive the integration of peer and lecturer feedback as creating a more supportive and effective learning environment for developing writing skills in an EFL context.]]>
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