This study describes how Korean college students perceive reviewing their peers’ drafts over the course of one semester and what variables might affect their review process. Twenty-six students enrolled in the teacher researcher’s two writing courses participated in this study. The data came from the students’ reflections on their peer reviews and the researcher’s observations/descriptions of the review process, and informal interviews with several students. The findings indicated that the students in this study valued peer reviews, but they were reluctant to write comments on peers’ drafts, especially at the beginning of the semester. However, toward the end of the semester, they felt more comfortable in providing written comments on peers’ drafts, particularly when they developed positive relationships with their peers. Suggestions for effective peer activity have also been provided.

1. INTRODUCTION
 2. LITERATURE REVIEW
 3. METHODS
  3.1. Setting and Participants
  3.2. Classroom Procedure
  3.3. The Peer Review Procedure
  3.4. Data Collection and Analysis
 4. RESULTS
  4.1. The First Peer Review Experience
  4.2. The Second and Third Peer Review Experiences
  4.3. The Last Essay Peer Review Experience
 5. DISCUSSION AND IMPLICATIONS
 REFERENCES

• Given Lee(Pai Chai University)