The present study investigated the effect of synchronous and asynchronous computer-mediated
peer feedback on IELTS candidates’ writing improvement and interactions. In so doing, 132 IELTS
candidates from an English language center in six writing classes were chosen based on the
convenience sampling procedure. They were split into three equal groups: two experimental groups
that were instructed through synchronous peer feedback and asynchronous computer-mediated
feedback and one control group. The data were collected using a sample English language proficiency
test and synchronous and asynchronous media writing scoring rubric. One-way ANOVA and
Chi-square test were applied for the statistical analysis of the data. It was revealed that L2 learners
benefited more from the computer-mediated peer feedback than conventional paper and pencil
peer feedback. Further, the participants in the asynchronous group noticeably exceeded the IELTS
candidates in the synchronous group. The results also showed that the most frequent feedback in
both experimental groups was directive feedback. However, there were some discrepancies in the
frequency of various directive subcategories. Suggestion was the most frequent directive subcategory
reported by the synchronous group and instruction feedback was the most repeated one in the
asynchronous group. On the basis of the findings of the study, instructors were advised to employ
asynchronous feedback whenever possible to maximize their learners’ writing accuracy.