<p>The increasing use of digital platforms in education has opened new avenues for peer interaction, particularly in the realm of language learning. This study explores the role of informal peer feedback on reflective blog posts in the context of English as a Foreign Language (EFL) learning. Drawing on sociocultural theory and the concept of dialogic feedback, the research examines how informal, peer interactions via WhatsApp contribute to learners’ language development and critical thinking. The study was conducted with a cohort of female EFL learners at a university, where participants engaged in reflective blogging as part of their course. Coordinating focus group interviews with 110 participants and translating responses from Arabic to English while preserving linguistic and cultural nuances presented challenges during the research process. Employing focus group interviews, the research identified key themes related to the nature and impact of informal peer feedback. The findings suggest that informal feedback provided via WhatsApp can significantly enhance learners’ engagement, and linguistic competence in comparison to formal feedback received within blog posts. However, the current study also highlights several challenges, including variability in feedback quality, miscommunication, and distraction from the topics under discussion. The study underscores the need for further research to explore the effectiveness of informal peer feedback across diverse educational contexts and to identify strategies for optimizing its implementation in EFL instruction. The implications of this study are twofold. Theoretically, it contributes to the understanding of feedback as a dialogic process that goes beyond traditional teacher-centered models. Practically, it offers insights for educators seeking to integrate incorporation of peer-feedback into language teaching, emphasizing the potential of informal feedback to foster a more interactive and student-centered learning environment.</p>