Writing groups have become a popular approach to doctoral students’ scholarly writing in recent years. However, few studies have examined how face-to-face feedback and technology-assisted feedback (or “e-feedback”) work together in writing groups. To fill this gap, the current study explored how face-to-face feedback and e-feedback (generated on Moodle, WeChat, and Rain Classroom) used in different writing phases elicit diverse types of feedback and how this combined use of these feedback approaches affects learners’ self-efficacy and help-seeking. Data from multiple sources, including interviews, peer feedback, and students’ assignments, were collected and analyzed. The results suggest that face-to-face feedback and e-feedback arranged in the following three consecutive stages have unique advantages in overcoming cultural obstacles and generating different types of feedback. 1) Face-to-face feedback in the first stage promoted surface-level praise and encouragement; 2) e-feedback in the second stage allowed peers to give constructive feedback; and 3) face-to-face feedback in the last stage stimulated in-depth discussion between group members. The whole writing and peer feedback process was found to enhance doctoral students’ writing self-efficacy and proactive help-seeking. The results were further discussed in light of Chinese cultural expectations around feedback. Implications for how instructors can scaffold writing groups were also provided.