Most studies on peer-review within ESL/EFL classrooms focus on pairs, some triads, and some small groups (Chang, 2016). Studies on larger groups of up to six have revealed opportunities for and increased reliability in feedback (Tuzi, 2004) but are few in number. Few studies focus on whole class peer review. With regard to mode of feedback, many studies investigate the effectiveness of using Google Docs for peer-review within an ESL/EFL classroom, but mostly within traditional pair formats (Saman & Rahimi, 2017). As such, there exists an opportunity for investigation into students’ attitudes towards various types of peer-review, including whole-class, as well as the utilization of Google Docs within the feedback process. The presenters will share the results of a year-long research project within two writing-intensive university EFL courses, in which various peer-review formats were employed, as well as both handwritten and Google Docs feedback. The presentation will focus on the students’ attitudes towards the various types of peer-review as well as their mode of feedback preferences. Attendees will leave inspired to be creative with peer review in their writing-intensive courses.