Abstract
This study aims at investigating the effects of training for written peer feedback on students’ revising their first drafts and providing written comments on each other's writings. For this purpose, an empirical study was conducted with 36 first- year intermediate level students who were enrolled in the ELT Department of Faculty of Education at Anadolu University. The effects of written peer feedback were investigated through a comparison of the subjects divided into two groups. One group was trained in how to provide written peer feedback to the various types of essays and the others were not trained. The statistical analysis of the data revealed that the students in the experimental group produced better writing quality than the ones in the control group.