Engl ish as a Foreign Language (EFL) students in traditional second language (L2) writing classrooms are not provided sufficient opportunities for giving and receiving peer feedback. To compensate for this limitation, blended learning has been suggested in the L2 writing classroom. However, there has been little research on peer feedback in blended learning in L2 writing. Therefore, this study aims to investigate the patterns of peer feedback and the impact of peer feedback on revisions in blended leaming in L2 writing. The subjects for the qualitative study consisted of three university students, representing low- intermediate, intermediate, and advanced levels of English writing proficiency. Data sources included student-produced feedback in online and offline sessions, 18 drafts in process-oriented writing, classroom observations, and the interview. The major fi ndings of the study are as fo llows. First, the students produced more onl ine peer feedback than offline peer feedback. Second, they provided more fonn-focused feedback in online sessions, but more meaning-focused feedback in offline sessions. Third, they incorporated online peer feedback in their second drafts more than offline peer feedback in the final drafts. Based on the findings, implications are considered and suggestions are made for the effective use of peer feedback in blended learning in L2 writing .

I. INTRODUCTION
II. LITERATURE REVIEW
    1. Peer Feedback in L2 Writing
    2. Teaching L2 Writing and Blended Learning
    3. Peer Feedback and Computer Mediated Communication
III. DESIGN OF THE STUDY
    1. Subjects
    2. Data Collection Instrument
    3. Procedures
    4. The Methods of Data Analysis
IV. RESULTS AND DISCUSSION
    1. Frequency of Peer Feedback in Blended Learning in L2 Writing
    2. Patterns of Peer Feedback in Blended Learning in L2 Writing
    3. Influence of Peer Feedback on Revision
V. CONCLUSION
REFERENCES

• Lee So(TESOL department Hankuk Uni versity ofForeigll Studies)
• Chung Hyun Lee(Dept. of English Education I-iankuk University of Foreign Studies) Corresponding author