This talk will present results from a research study investigating: (a) what proportion
of errors learners detect during peer editing, (b) what proportion of detected
errors is corrected in a targetlike way, (c) what proportion of peer corrections is
incorporated in subsequent individual writing tasks, and (d) the students' perceptions of their peers' linguistic abilities and helpfulness. The learners' audio-recorded interactions and the narratives produced by the learners were analyzed in conjunction with data from an attitudinal questionnaire completed after the peer-editing session.