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During the last decade, in response to the impact of collaborative learning theory (Johnson & Johnson, 1987) and a shift in the teaching of composition from an emphasis on product to an emphasis on process (Hairston, 1982), many L2 writing instructors began to use peer response groups in their writing classes. In peer response groups, students share their working drafts with others "as the drafts are developing in order to get guidance and feedback on their writing" (Leki, 1993, p. 22). The essence of peer response is students' providing other students with feedback on their preliminary drafts so that the student writers may acquire a wider sense of audience and work toward improving their compositions.First language studies (e.g., Nystrand & Brandt, 1989) provide a persuasive argument in favor of writing groups. However, the findings of L 1 studies do not necessarily apply to L2 students. With respect to peer response groups, L2 students differ from L1 students in at least two BRIEF REPORTS AND SUMMARIES 135

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