The current study aimed to compare asynchronous versus synchronous computer-mediated peer review (CMPR) of 18 EFL English-major freshmen using Google Docs and Google Talk as the review tools in two writing cycles. Copies of asynchronous comments and transcripts of synchronous talk were analyzed in terms of the function as well as the content of peer feedback. In addition, students’ first and revised drafts were also analyzed to examine whether different review modes would shape revision changes. Finally, students’ responses were collected to reveal their perspectives on experiencing CMPR. Findings of the present study can contribute to a better understanding of how media types affect the nature of peer review activities.