Abstract
Abstract The use of peer feedback to support student writing is increasingly popular among second language writing teachers. However, the effect peer feedback has on the revision and the writing process remains unclear. Technological advances have made the application of peer feedback in the L2 writing context more accessible. As a result, there is a growing body of research investigating web-based peer review and L2 writing. This study aims to better understand how L2 writers conduct peer feedback activities, by looking at the types and traits of the feedback and how they influence revisions made in subsequent drafts using a web-based peer review system. A new methodology for studying web-based peer review comments is introduced. The results suggest that a specific type of feedback, alteration, and specific type of feedback, recurring, are important predictors for revision.
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