This book reports on a study that was undertaken to investigate whether there is any statistically significant difference between the effects of asynchronous online peer written corrective feedback through blogging and traditional face-to-face peer feedback, on the short-term writing achievement of Iranian EFL learners. In addition, the study aimed at examining and analyzing the types of peer feedback that students provided through blogging on the writings of other students. The study also investigated the extent to which students revise their writings based on peer comments provided. And finally, this study intended to measure the attitude of students towards peer written corrective feedback through blogging. The findings of this study suggest that as computer assisted language learning (CALL) is finding a place in the mainstream of the milieu of language teaching and learning, asynchronous online peer written corrective feedback through blogging can be adopted to remedy the problems of technology-enhanced EFL writing classes in the Iranian context.