**4. Conclusion**

This study demonstrated that it is important to provide English language learners with opportunities to analyze their writing, read and evaluate peers' writing, and reflect on their writing process and outcomes through a learning cycle of selfevaluation, peer feedback, and self-reflection. This study obtained the following four findings. First, first-year university students paid the most attention to "reader awareness" and regarded it as their strength in essays, whereas they viewed "language use" as weakness. Furthermore, the appropriacy of "content" and "citation" was relatively difficult to evaluate in self-evaluation because the former could be viewed subjectively and the latter requires adequate knowledge of source use. Second, the majority of participants (88.52%) viewed peer feedback positively, although 11.48% of them found it not useful for various reasons. Third, there was no significant correlation between essay scores and views on peer feedback as some students considered peer feedback not useful regardless of their writing expertise. Fourth, correspondence

analysis indicated that essay score groups had different views on the aspects of essays. More precisely, the high-graded group tended to appreciate peers' comments on paragraphs, which led to revisions of the organization of essays. The medium-graded group valued content-related comments, whereas the low-graded group found comments on citation useful.

Although a number of positive comments were shown by the participants, the way peer feedback is conducted needs caution depending on its purpose and context. This study employed digital written feedback showing the names of writers and readers in a classroom, but anonymous feedback may enhance students' ability and motivation to make more critical, constructive feedback comments. For instance, "double-blind" peer feedback may work better in some contexts. Another point is that a combination of written feedback and a follow-up oral interaction session could be worth conducting. Finally, explicit instructions should be provided before conducting peer feedback. More specifically, teachers need to inform students which aspects of writing they need to focus on with an emphasis on global issues and encourage them to give specific, critical comments with reasons and suggestions, which lead to effective collaborative learning and the development of critical reading and writing skills.

Future studies may consider the effects of different ways of peer feedback and students' perceptions of them. As asynchronous/synchronous online classes have been conducted in recent years worldwide, students may benefit from peer feedback via digital tools. A writing approach from the readers' perspective helps foster competent writers.
