The purpose of this study is to compare teacher-written feedback with joint feedback of student reviewers after intra-feedback session. A group of twenty-one university students and an EFL (English as a Foreign Language) teacher participated in the study. From the results, it was found that both teacher and students were concerned with surface-level errors during peer feedback and indicated less engagement with other aspects of the composition such as content and organization. Moreover, the analysis of the comments indicated that the most frequent feedback type provided by both teacher and students was “directive” and the least frequent one was “summary.” The findings of the study suggest that incorporation of intra-feedback practice into EFL writing instruction can help teachers change the individualized learning atmosphere by establishing an atmosphere of mutual trust and respect. Furthermore, joint feedback of reviewers provided during the process of intra-feedback is to some extent similar to the teacher’s feedback; therefore, it can be concluded that intra-feedback can serve as a complementary practice in writing courses.
