Most international students strive to meet writing requirements at the postsecondary level, and they are a group that need additional instructions and help on academic writing. Feedback has been widely used as a pedagogical intervention to help language learners with their writing, but effective feedback has not always been achieved. The purpose of this qualitative study was to explore teaching pedagogies related to feedback strategies by analyzing students’ and instructors’ perceptions in the ESL context. From a sociocultural perspective, this study analyzed participants’ perceptions of the effectiveness of feedback and students’ engagement with instructors’ feedback. Data were collected through semi-structured interviews, a focus group, and email questionnaires. Key findings of this research include students’ reliance on written feedback, the value of feedback conferences and dialogues, and the need to generate more feedback engagements and interactions. The study also discusses the pedagogical implications of findings and makes suggestions for future practice and research.