The adoption of the peer review method has recently been increasing in language education. Although the method has become popular among the teachers of Japanese to foreigners, not many teachers of English in Japan have employed peer review activities. This paper presents the experimental results on the effects of multiple reviewers’ comments upon using anonymous peer review activities. The results have suggested that the similar comments by multiple reviewers are more likely to be accepted upon revising the writings. It was also found that commenting on the writings of different issues would be of help in developing the ability to recognize the logicality and organization of the contents. Moreover, comparing the comments by multiple reviewers is beneficial in bridging the different interpretations between a reader and a writer.
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