Pronunciation in English as a foreign language (EFL) learning is often a challenge for students, especially due to time and attention constraints in providing immediate feedback. With the advancement of technology, mobile devices offer a flexible alternative and support independent learning. This study aims to investigate mobile-assisted peer and teacher feedback in enhancing EFL students' pronunciation, as well as explore their responses and experiences to the use of mobile-assisted feedback. The participants of this study consisted of 35 students, 14 male and 21 female, and 1 English teacher at MTs Negeri 2 Semarang City. This study used descriptive qualitative method with data collection techniques through semi-structured interviews. Data were analyzed using thematic analysis. Two main themes emerged: (1) mobile-assisted feedback in enhancing pronunciation, including clearer correction, repeated access, and increased awareness, and (2) student and teacher responses, including emotional comfort, independent learning, and technical challenges. Findings show that mobile-assisted feedback helped students enhance pronunciation accuracy, confidence, and learning autonomy. Teachers found it practical and effective. Despite minor technical issues, responses were largely positive. This study highlights the value of combining teacher and peer feedback through accessible mobile tools.