Abstract

This paper reports the corrective feedback patterns in L2 writing and the student writers’ preferences for peer feedback. The study examines the actual focus of peer review and the types of corrective feedback provided in L2 composing process. Sixteen L2 matriculation students at a Malaysian university took part in five peer review sessions, responded to a debriefing questionnaire, and participated in an interview session after completing the peer review activities. Results show that peer responses to writing focused more on clarity of feedback unlike writer expectations which focused more on grammar correction. The study confirms the relevance of peer review as an alternative feedback delivery system in L2 writing and suggests that peer corrective feedback provides teachers with important perspectives about the L2 students’ language and writing knowledge.

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