Teacher feedback is a common way of giving feedback to students. However, there are gaps found particularly whether English proficiency level influences feedback effectiveness and whether feedback gives benefits students on all writing aspects. Therefore, this study examined three-fold foci whether these students benefited on content and organization aspects, and whether they benefited on vocabulary, grammar, and mechanics aspects. Employing a quasi experemental research, this study involved two groups of 29 students given a writing test. The students were the sixth semester students who took Writing IV course at STIKIP PGRI Banjarmasin. The data were analyzed using One-way ANOVA and Mann-Whitney test. The results showed that low profiency EFL who were taught using the combination of PSF had better writing achievement than low proficiency EFL students who were taught using teacher feedback (p-value 0.18). However, these students did not benefit on content and organization aspects (p-value 0.243). They benefited more on vocabulary, grammar, and mechanic aspects (p-value 0.009). Therefore, teacher are suggested to provide their own feedback on content and organization and that of the combination of PSF is used to assist them in teaching the low profeciency EFL students to reduce the burden. Further investigation involving moderate and high proficiency levels is suggested. Keywords: peer and self-directed feedback, writing achievement; low proficiency