The general objective of this research was to compare the effectiveness of different feedbackrnmethods on students' writing revisions. The specific objcctives were to: (a) discover what feedbackrnmethods are in fact used in responding to students' writing at present (b) find out what studentsrnfeel about the different feedback methods used in writing (c) compare the effectiveness of thernteacher versus peer feedback on students' writing revisions, and (d) suggest the feedback method/srnthat could promote students' writing skills.rnTo achieve these objectives, two questionnaires and four essays for students and questionnairesrnfor writing teachers were used both in the pilot and the main studies. The results of the pilot andrnthe main studies were analyzed and discussed in chapters five and six, respectively.rnThe results of the questionnaires for students largely revealed that 'error identification', 'writingrncomments', 'conferencing' and 'reformulation' were the most common forms of feedback used inrnresponding to students' writing. The students reported that their writing teachers mostly used 'errorrnidentification', 'writing comments' and 'conferencing' in descending order. The results ofrnquestionnaire for teachers also revealed that writing teachers usually used 'error identification',rn'writing comments' and 'conferencing' in descending order. This practice, however, seems to bernat variance with what students would like to have. The results of the questionnaires for studentsrnrevealed that students would like to have 'writing comments', 'conferencing' and 'errorrnidentification' in descending order.rnOn the other hand, the results of the essays revealed that there was no significant differencernbetween the mean scores of the two groups (teacher versus peer) for the impromptu essay andthe first and fmal drafts of the other three essays they wrote during this research. However, thernmean scores of the first and fmal drafts were found to be significantly different within the grouprnfor all the three essays. The essay results showed that irrespective of the feedback method (teacherrnversus peer) used in responding to studeuts' writing, there was no significant difference betweenrnthe writing performance of the two groups. The results may suggest that teacher and peer feedbackrnare equally effective in responding to students' writing. Moreover, the fact that students' writingrnimproved significantly when they rewrote the originals suggests that rewriting improves students'rnwriting significantly.