Writing is an essential skill in academic and professional contexts, which
lecturers‘ feedback plays a crucial role in improving the quality of student writing.
However, previous studies haved focused more on feedback techniques from the
lecturer's perspective, while student‘s responses as recipients had been less explored.
This study used a qualitative approach with a narrative inquiry design on 6 students
of the English Language Education Study Program of Antasari State Islamic
University Banjarmasin, batch of 2022. The students were categorized based on
academic achievement: high, medium, and low. Data were collected through in-depth
interviews and analysis of assignment documents, then analyzed using the Miles
Huberman model (data reduction, data presentation, and conclusion verification). The
findings showed two dominant types of feedback: (1) Written corrective (focusing on
technical corrections), and (2) Oral (conceptual direction). Students' experiences
varied significantly. High achievers experienced self-disappointment due to
perfectionist expectations, while low achievers faced performance anxiety and
recurrent technical frustration. Students‘ responses ranged from metacognitive
systematic to mechanistic-passive strategies, with positive opinions formed when
feedback triggered critical reflection. Based on the study research it could be the
effectiveness of feedback depends not only on content, but also psychosocial context
and delivery mechanism, recommending hybrid approaches and peer collaboration to
optimize the revision process.