Researches around the world have examined how electronic feedback (e-feedback) assists English (ESL) language learners improve their writing by minimizing errors. This current study examines the use of online written peer feedback (OWPF) and automated written corrective feedback (AWCF), analyzing morphological and syntactical errors in writing. The study used a quantitative method to analyze the data. The study participants included one hundred forty-one first-year senior students. They were divided into three groups: two experimental groups received treatment through OWPF and AWCF, and one control group received through the communicative language teaching approach. Regarding writing improvement and minimizing morphological and syntactic errors, the data show that OWPF is significantly more helpful than AWCF and CLT in maximizing writing effectiveness. The study explores and highlights the implications of the study’s results for pedagogical training and future research.