Currently, technology becomes a remarkable and impactful tool that supports education, including EFL. This study aims to determine the technological tools that are commonly used by the EFL teachers to facilitate peer feedback activities and how the teachers perceive those tools in facilitating the peer feedback activities. The TAM (Technology Acceptance Model) theory was used as the core theory to measure the teachers’ perceptions.  This study implemented a survey research design with mixed-method data collection: questionnaire and online interview. There were sixty-nine middle and high school English teachers in Indonesia who became the respondents in this study. The findings revealed three commonly-used technological tools to facilitate online peer feedback among students in English classes namely Google Classroom, Google Docs, and WhatsApp. The results showed that most English teachers showed positive perceptions towards the technological tools to facilitate online peer feedback activities among students. Among the three tools, the positive perceptions were primarily seen in three TAM criteria, namely perceived ease of use, perceived usefulness, and actual use. The results of this study can be a practical reference for EFL teachers wishing to implement online peer teaching.