Although teacher and peer feedback is essential in aiding students to progress in their writing skills and is encouraged in any writing class, some classroom circumstances may act to limit the feedback teachers and peers give or may make giving feedback impossible. Conditions that may limit feedback can include heavy teaching loads of teachers, large class sizes, insufficient language knowledge of peers, and cultural limits such as fear of causing loss-of-face or having a "kreng jai" attitude (fear of offending others). Taken together, these factors hinder straightforward feedback from both teachers and peers, impacting growth in student writing skills. This study aimed at finding out students' needs towards teacher and peer feedback in an English Writing for Daily Life course. Research instruments utilized were a four-point Likert scale questionnaire and semi-structured interview. Participants were 119 mixed-ability third and fourth-year undergraduate students majoring in Business Administration (Management), Accounting, and Mechanical Engineering at a university in the northeastern region of Thailand. Findings revealed that the majority of students had problems with content (59.66%), vocabulary (53.78%), and organization (50.42%). Although these three aspects were their major problems in English writing, teachers emphasized giving feedback on mechanics (54.62%), language use (50.42%), and organization (48.74%), while peers gave feedback more on surface-level features, i.e., vocabulary (44.54%) and language use (41.18%), despite their limitation of language knowledge. Based on the findings, this paper concluded that there was a mismatch between students' needs and feedback given by teachers and peers, where students needed sufficient feedback to improve their deep-level features, i.e., content and organization. Although students needed to receive more feedback to improve their content and organization, they also needed feedback on vocabulary, language use, and mechanics to improve the quality of their writing. Therefore, it is suggested that teachers give feedback focused on syntax to help students in terms of their language limitation, whereas peers should be trained to give feedback on content and organization to develop their critiquing skills.
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