There were notable differences in the quality and quantity of responses between the two groups as well as in the dynamics of the peer response sessions.

Both similarities and differences were found in the revision behavior of Israeli and U.S. Two research questions are addressed by the study: 1) Are there differences in peer responses because of the different learning environments in EFL and ESL? 2) Is there a difference in attitudes toward peer response between students in EFL and ESL learning environments? The following data collection instruments were used: a background questionnaire, pre-tests for language proficiency and writing skills, two peer response sheets, writers' statements, pre- and post-course questionnaires on attitudes to peer review, a classroom behavior profile, and teacher observation reports of students' behavior in the classroom during peer response. The paper examines the nature of peer response in foreign language and second language writing of student populations in two different learning settings: Israel (EFL) and U.S. The present study attempts to answer the need for more focused research on peer response among EFL students and the need to compare the findings with those of ESL students. Variation in EFL-ESL Peer Response Adina Levine

Esl social questions responses