The present study investigated the effects of hybrid feedback mode on Chinese college English writing teaching, including automatic feedback, peer+automatic feedback, self+automatic feedback and TSCA (teacher-student collaborative assessment) +automatic feedback. The interaction effect of students’ English proficiency level, as well as their perception of the different feedback types were examined in detail as well. The participants were 270 sophomores from four classes of one university in Sichuan province in China. In order to investigate students’ English proficiency level, an English proficiency test was employed to all students before the experiment, and it turned out that there was no significant difference (F=0.640, p=0.59) among the classes. In order to see the effect of different feedback methods, each class was employed different feedback types to evaluate their writing tasks over a period of 12 weeks experiment. All classes took the same pre- and post-tests, as well as 3 English writing tasks. In addition, at the end of the experiment, there were interviews and questionnaires conducted among the four classes. The results of this study suggested that all students’ English writing grades had been improved significantly, besides, peer+automatic feedback and TSCA+automatic feedback had a more significant effect than self+automatic feedback and automatic feedback. However, the acceptance of TSCA+automatic feedback was relatively low, due to the inaccuracy and high demand of time. Thus, there should be more related research in the future. Meanwhile, there was an interaction effect between feedback types and students’ English proficiency level, which suggested that the proficiency level of students’ should be taken into consideration in future research.