This study investigated the effects of different feedback types and English achievement levels on students' oral presentation performance in an English as a foreign language (EFL) context. Specifically, the research aims were four-fold: 1) to compare the effects of oral teacher feedback, oral peer feedback, and online written peer feedback on students' English oral presentation (EOP) performance; 2) to examine the influences of students' levels of English achievement (high, moderate, and low) on their EOP performance; 3) to explore the potential interaction effects between feedback types and English achievement levels on students' EOP performance; and 4) to investigate students' perceptions of the feedback type they experienced. This study was of an experimental, 3x3 factorial design and was conducted with 108 engineering students with diverse levels of English achievement. They were randomly assigned to three groups: oral teacher feedback, oral peer feedback, and online written peer feedback. Data were analyzed using two-way Analysis of Variance (ANOVA), descriptive statistics, and thematic analysis. The results revealed significant effects of feedback types and English achievement levels on students' EOP performance, although no interaction effect was found. Additionally, students in each group expressed positive perceptions of the feedback modality they experienced.