“…It is noteworthy that although students may usually be paired with classmates of similar or different proficiency levels in a L2 writing class, the research investigating the impact of proficiency-pairing in L2 writing remains scant, and most of the research on peer dyads in either L2 writing or language learning in general mainly focused on the process of peer interactions, with little attention paid to the effects of those interactions on students' subsequent draft revisions (e.g., Leeser, 2004;Lockhart & Ng, 1995;Nelson & Murphy, 1993;Storch, 1998Storch, , 2002aStorch, , 2002bStorch, , 2005aStorch, , 2005bStorch, , 2007aStorch, , 2007bStorch & Aldosari, 2013;Watanabe, 2008;Watanabe & Swain, 2007). Earlier studies like Lockhart and Ng (1995), Nelson and Murphy (1993), and Storch (2002a) examined the types of student interactions that were likely to result in students' incorporation of a higher percentage of peer response into their draft revisions.…”