This paper aims to investigate the efficacy of two commonly used techniques of feedback in teaching writing: teachers' feedback and peers' feedback in the Saudi educational context. The study was comprised of 132 Saudi EFL students enrolled at the Department of English in the University of Hai'l. The data collection was carried out through a questionnaire. The collected data were computed and analysed via descriptive statistics, t-test, and one-way repeated measure ANOVA. The results revealed that feedback was helpful to students and important for teachers because it gives them the opportunity to diagnose and assess the problematic issues in learners' writing. The results also showed that most of the students regarded feedback as the teacher's responsibility. This study recommended investigating peers' feedback in depth and studying other factors that affect Saudi students' peer feedback such as social factors and combining teacher feedback and peer feedback in the same context. In addition, training students is an important issue; if students are properly trained to use peer feedback, the benefits could be very significant. It recommends that education policy makers and ESL writing teachers in Saudi Arabia should do more effort to introduce peer session to all ESL writing classes. (Contains 1 table.)