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Recently, peer response has been implemented in academic writing course as a process-oriented approach and further in CMC condition. The current study aims to investigate the strategies which EFL learners are using in corresponding peer feedback through CMC and how EFL learners take shape and develop the strategies through CMC. High intermediate university students (26 students in 13 pair groups) participated in this study. They wrote their first drafts as an in-class writing activity and exchanged their first drafts to give their comments through CMC. Questionnaire survey was conducted afterwards. As a result, the dialogue regarding peer response through CMC involved not only the technical comments related to the structure and meaning in their drafts but also much about the cognitive aspects In addition, much amount of the comments through CMC are more involved with cognitive factors than technical comments on the draft. Also those cognitive factors played a significant role of mediator for the technical comments to be accepted positively. Also, participants used CMC effectively by using of more authoritative source as a strategy to overcome their lack of linguistic knowledge or information. Implementing CMC into academic writing course or related class may give a positive pedagogical implication. Students may have opportunities to build up close relationship with peers and then comments from peers can be accepted positively.

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