The effect of evaluation method on English as second language (ESL) learners' revisions of their compositions was investigated. Teacher comments, peer evaluations, and English-speaking peer reformulations were compared. Judges rated the revised compositions of 9 advanced and 14 intermediate college ESL students using the ESL Composition Profile. The Profile scores compositions on content, organization, vocabulary, language use, and mechanics. Both the intermediate and advanced students showed a similar pattern of improvement from first draft to revision. It was found that neither teacher nor peer feedback was superior in promoting improvements in revised compositions. It is concluded that peer feedback should be considered because of its potential benefits as a saver of teacher editorial time. In addition, if the revision process can be learned as an interaction between writers and their readers, second language learners can better appreciate the function of writing proficiency. (RW)