A plethora of research is available on the role of peer feedback on English as a Second Language (ESL) learners’ writing development. However, we know little about ESL learners' attitude towards peer feedback in the process of writing, particularly in academic settings. The objective of the current study was to explore the attitudes of a group of undergraduate students towards peer feedback in the process of writing their research proposals. In this qualitative study, we used learners’ reflections and association tasks to collect the data, anlaysed using thematic analysis. As our findings indicated, peer feedback was regarded as a form of interactive and collaborative evaluation that could create motivation. An awareness of students' attitudes can help teachers create writing tasks that improve ESL learners' writing skills more effectively.