Considering the widely acknowledged centrality of feedback in EFL writing classes, this study seeks to find out how feedback is provided and how both students and instructor perceived them. While the topic is perhaps outdated, it is interesting to see how feedback is implemented and perceived in the online class setting which currently characterizes during and post-pandemic teaching and learning. This research used case study method and involved 24 EFL university students and 1 writing instructor. Data were collected through classroom observation that conducted for 5 meetings, interviews with the writing instructor and the students, and online questionnaires that distributed through WhatsApp. The obtained data were analyzed using Miles and Huberman’s interactive analysis model, that is data condensation, data presentation, and conclusion. The study finds that oral feedback, written corrective feedback, and peer feedback were applied in the class. Moreover, the students perceived the feedback as beneficial for their writing. It helps them understand their errors and motivates them to write better. For the writing instructor, providing feedback helps him map the students’ writing proficiency and aid reflection on the effectiveness of the chosen teaching method. However, some students admitted that feedback made them feel inferior regardless of the positive perceptions. These findings are similar to those found in earlier studies in the offline context. It means the change in the modes of teaching does not affect how instructors and students provided and perceive feedback. The findings suggest that affective factors have to be considered in addition to the cognitive aspects in giving feedback.