Vietnamese EFL Students’ Perceptions and Preferences for ChatGPT, Peer, and Teacher Feedback in Writing Revision

Abstract

Providing effective feedback is central to the development of academic writing skills for English as a Foreign Language (EFL) learners. This explanatory sequential mixed-methods study investigated Vietnamese university students’ perceptions of and preferences for ChatGPT, peer, and teacher feedback in writing revision. Questionnaire data were collected from 110 third-year English majors and followed by semi-structured interviews with 10 purposively selected participants. Descriptively, teacher feedback received the highest composite rating (M = 4.15, SD = 0.49), whereas ChatGPT feedback was valued for availability and peer feedback for collaboration. Independent-samples t-tests showed no statistically significant differences between students with prior ChatGPT experience and first-time users across the five composite scores (all p > .05). The only significant correlation was between feedback preferences and integration/future use (r = .274, p = .004). Qualitative findings showed that teacher feedback was trusted despite timeliness concerns, ChatGPT was appreciated for immediacy but questioned for complex academic tasks, and peer feedback was constrained by face-saving concerns. Most participants supported combining all three sources and requested explicit training. The findings support systematic feedback literacy instruction, culturally responsive peer-review training, and guided AI use in writing courses.