Nascent research into computer-mediated feedback has demonstrated its potential effectiveness for providing extensive and detailed feedback. However, a dearth of research exists on international doctoral students’ perceptions of online feedback. Thus, our exploratory qualitative study reported in this article investigated the use of Voice over Internet Protocol (VoIP) (e.g., Skype) software to provide feedback on academic writing to international doctoral students in a TESOL Education program at a large urban university in the US. Each student participated in six feedback sessions in which they engaged in think-aloud while reacting to feedback on their academic writing presented through several online modes. The think-aloud sessions were followed by semi-structured interviews. The themes of negotiated feedback and micro-mentoring emerged when the use of online communication technologies allowed the feedback process to become more bi-directional. Based on our findings, we concluded that VoIPenabled feedback had the potential to facilitate the scaffolding of academic writing development of international graduate students.