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Peer response has played one of the significant roles in second language writing, and advances in technology have allowed effective interaction in blended learning. This study aimed to investigate students’ perspectives on peer response for second language writing in blended learning and to explore interaction patterns, foci, and its effects on revision and writing quality. The subjects of the study were 92 students enrolled in English writing courses in three Korean universities. Data sources included a questionnaire, writing drafts, recordings of peer response, reflective learning journals, classroom observations, and interviews. Quantitative data from the questionnaire were analyzed for descriptive statistics, and qualitative data were descriptively analyzed. The results are as follows: 1) the students considered peer response in blended learning useful, interesting, motivating, helpful, and satisfying; 2) the students produced more language related episodes in online than offline sessions, but they discussed their drafts in more depth during offline sessions; 3) the students focused the most on content and structure in both online and offline sessions; and 4) peer response led to revisions and better writing quality. Based on the main findings, pedagogical implications for the effective implementation of peer response are suggested.
