The effectiveness of providing Written Corrective Feedback (WCF) in English as a Foreign Language (EFL) classrooms to enhance students' general writing skills has been well-established. With the advent of various feedback modes in modern classrooms, this pilot study aimed to explore EFL students' perceptions and preferences regarding the effectiveness of three distinct feedback modes: peer feedback, artificial intelligence (AI), and teacher feedback. The study also aimed to determine the distribution of feedback across specific writing components, while accounting for revisions made. Fifteen pairs of participants completed a short writing task and received WCF from peers, followed by an AI tool (ChatGPT), and finally from their teacher. Subsequent revisions to their writing were made after each feedback mode. Using a qualitative approach via survey analysis, findings indicate that participants perceived both ChatGPT and teacher feedback as effective, with peer feedback also being generally regarded as effective by most participants. Preferences lean towards teacher WCF and a combination of teacher and ChatGPT WCF. Additionally, the study identified feedback distribution across writing components, with implications discussed for refining EFL classroom feedback practices.