The integration of generative artificial intelligence (GenAI) in language learning has sparked growing interest in comparing its effectiveness with traditional feedback methods. This qualitative study explores the perceptions of Iranian MA TEFL students regarding AI-generated and teacher-provided feedback in academic writing tasks. Fifteen MA TEFL students from a public university participated in semi-structured interviews, offering insights into their experiences with both feedback types. Thematic analysis was employed to examine their views on the clarity, usefulness, and emotional impact of each. The results indicate that students appreciated the speed and consistency of AI-generated feedback, particularly for grammar and structural suggestions. However, they felt that teacher feedback offered more personalized, contextsensitive guidance and greater motivational impact, with a stronger ability to address individual learning needs. Some participants also expressed concerns about the impersonal nature of AI feedback, particularly in complex writing tasks that require deeper understanding and engagement. Despite these concerns, AI feedback was valued as a complementary tool, especially during the revision stage. The study contributes to the ongoing discourse on the role of AI in language education, offering practical insights for teachers, curriculum designers, and developers of AI tools aimed at enhancing writing instruction in EFL contexts.
