The objectives of this study were, first, to explore the implementation of peer feedback using Google Docs in a collaborative article writing class in each writing step, namely the pre, while, and post-writing stages. The second research objective was to examine students' perceptions of this approach, including the effect on the quality of their assignments, by considering positive and negative perceptions based on cognitive, conation, and affective aspects. This study used qualitative case study research, which researchers describe more deeply. In this study, the researcher recruited three participants who were all undergraduate students of English Education. Data collection techniques involved interviews and document analysis. This research used data analysis methods involving data collection, condensation, and display, then drawing and verifying conclusions. The study showed that during the pre-writing stage, lecturer guidance helped in topic selection and idea development, facilitated by web spinners for sharing tasks. In the while-writing stage, students exchange documents, give each other feedback, and sort them out. The post-writing stage involves clarifying feedback with peers or lecturers. Another finding is that cognitively, based on knowledge and experience, indicate that students find Google Docs effective for providing feedback related to content and structure due to the tracking and highlighting features. Conatively, reflecting attitudes and habits, show that feedback is often positive, non-constructive feedback requires further clarification from peers or lecturers, so students have to sort out. Affectively, related to evaluations that enhance critical thinking, show that ambiguous feedback leads to cross-checking with peers and consulting lecturers for resolving. This study highlights the importance of integrating educational technologies in EFL environments, emphasizing that tools such as Google Docs enhance collaborative writing and peer feedback in each writing process, but their effectiveness is maximized when combined with comprehensive feedback practices and lecturer-guided sessions. Suggestions from this study are that teachers should develop a detailed peer feedback practice program using Google Docs, focusing on constructive feedback to improve writing and collaboration skills, while students can compare the effectiveness of peer and teacher feedback, and future research should investigate the long-term impact of digital collaborative tools on academic performance.