Integrating telecollaborative academic writing and e-feedback from peers and instructors supports English learners in constructing academic knowledge. However, such opportunities remain limited in English for Academic Purposes (EAP) contexts, constraining the development of critical thinking and academic writing skills. Guided by Vygotsky’s Sociocultural Theory, this study examines six EAP students’ perceptions and interactions through peer and instructor feedback via Google Docs. Data from document exchanges and semi-structured interviews were thematically analyzed. Findings indicate that students engaged in both social-function exchanges and revision-oriented feedback, addressing global and local writing concerns. While learners valued peer feedback, they sought instructor validation to confirm its accuracy. Notable gains included improved comprehension, grammar, text organization, and stylistic control. Most importantly, participants reported enhanced knowledge construction and transformation through sustained social interaction within the course. These findings underscore the pedagogical value of integrating telecollaborative e-feedback platforms in EAP instruction to foster academic literacy and critical thinking.