| Summary: | L2 learning literature has reflected on the problems surrounding the application of teacher written feedback and peer feedback in EFL contexts. To address the disadvantages of these feedback forms, this exploratory case study examined EFL learners' reactions to a collaborative revision activity. Interview data were collected from eight native Persian-speaking university students enrolled on an English essay writing course. Data analysis indicated that not only did the participants express positive attitudes towards this activity, but also that the problems associated with teacher and peer feedback were not raised by the students. The research concludes that, in teacher-centred L2 writing contexts, the shift from teacher to peer feedback should be gradual, and collaborative revision can be considered as an intermediate approach between these two feedback forms. In such contexts, EFL learners' concerns are addressed and they receive preparation for more participatory forms of feedback in L2 writing classes.
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