Muhammad Majid Rhomadloni, K2220056, Supervisor: Teguh Sarosa S.S, M. Hum. EXPLORING STUDENTS' EXPERIENCE OF HAVING PEER FEEDBACK IN ACADEMIC WRITING: A NARRATIVE INQUIRY. Thesis, Teacher Training and Education Faculty of Universitas Sebelas Maret, July 2025  This study explores English as a Foreign Language (EFL) students’ perceptions of using peer feedback in academic writing through the digital platform Scribo. Employing a qualitative narrative inquiry approach, data were collected from three undergraduate English Education students at a public university in Surakarta, Indonesia, using narrative frames, semi-structured interviews, questionnaires and artifacts. The findings indicate that students generally held positive perceptions of peer feedback. They viewed it as a collaborative learning activity that helped them improve writing quality, develop self-awareness, and better understand academic writing conventions. Peer feedback also enhanced motivation and provided valuable alternative perspectives. However, students encountered several challenges during the process. These included limited grammar proficiency, difficulty analyzing and responding to structural issues, uncertainty in maintaining academic tone, and lack of confidence in applying the feedback received. Although Scribo provided technological support for grammar and sentence-level corrections, it could not fully address the human factors involved in feedback exchange, such as judgment, clarity, and academic reasoning. The study highlights the need for structured support clear rubrics, peer review training, and instructor guidance to ensure that peer feedback is academically rigorous and effectively contributes to students’ writing development. Students also suggested that combining peer and instructor feedback would enhance the credibility and depth of the revision process. These findings suggest that while peer feedback is a valuable tool in EFL academic writing instruction, its success depends on how well it is facilitated within the learning environment.