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 of  the  present  study  would  be  put  forward  as  well  as  suggestions  for future researches. According  to  the  results  and  discussions  in  the  former  chapter,  there  were affirmative  answers  to  the  research  questions  proposed  before  the  study.  All  the instruments  used  and  data  got  in  this  study  revealed  that  peer  feedback  does  benefit college students in English writing.  Firstly, comparing the mean scores in pre-test and post-test of IG and CG as well as checking their answers in questionnaire and interviews, researcher found that students in  both  groups  made  progress.  CG  students  who  only  received  teacher  feedback improved  by  0.54,  however  students’  mean  scores  in  IG  increased  by  1.75,  with  the implementing of guided peer feedback. Thus, peer feedback is effective in enhancing students’ writing proficiency.  Secondly,  based  a  careful  analysis  of  students’  drafts,  students  were  actively participating  in  the  peer  feedback  and  gave  a  large  number  of  helpful  feedback, reaching  the  peak  of  334  in  the  second  time.  Among  the  313  revision-oriented feedbacks,  77.1%  were  incorporated  into  students’  final  drafts.  It  was  found  that students’  feedbacks  were  mainly  concerned  with  the  aspect  of  grammar  (49%), vocabulary  (27%)  and  mechanics  (10%).  Correspondingly,  with  the  help  of  peer feedback,  students  got  improved  a  lot  especially  in  the  aspect  of  grammar  and vocabulary, which was also revealed from the questionnaire and interviews. As for the improvement in the aspect of content, students were more inclined to attribute it to the brainstorming step before writing and enlightenment from reading others’ compositions, instead of the process of giving or receiving peer feedbacks.  
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