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Peer review is applied as a powerful tool to enhance student collaboration online writing. The purpose of this paper is to analyse learners' mechanisms of peer reviewing in the nature of student interventions and interactions in written online peer reviewing and how categorization of student comments can be used as a means for analysing student peer reviewing. The study is an in-depth investigation of computer science students participating in a technical writing course, using Google Drive as their joint work space. While writing their group text, the students were participating in peer reviewing work. Results show combining analysis models provide a better understanding of the implication of commenting in both scrutinizing the progressive scale of assistance, as well as area, nature, and type of commenting, together with what themes evolve. Further, taking turns providing feedback is an enriching activity. [ABSTRACT FROM AUTHOR]

The article presents a study on the impact of task type on the errors and mistakes of language learners. It states that learners' mistake in written texts is defined as an incorrect form that does not require the teacher's comment. It says that error is an incorrect form that requires explicit feedback from the teacher. It relates that making distinctions between errors and mistakes provides an insight on the variability of the learners in terms of the use of their knowledge.