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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 peerdoi:10.5539/elt.v6n3p42 fatcat:tgv5xedolfdb5eujp7eqypik54