Much has been written about the effects of peer-review in the language classroom (Bransford et al, 2004; Patri, 2002; Liu, N. & Carless, D., 2006). Peer-review specifically in writing courses has been reported as beneficial (Banegas, D. L., et al 2019; Rollinson, P. 2005; Tahir, I. H., 2012; Yu, 2019) because it helps students to reflect, edit, and correct. This presentation explores student perceptions of peer-review in a college English writing class for lower-intermediate students in Japan. Although the students are all taking English communication courses, some students’ writing proficiency is low. Most research on peer review is done in higher level writing or academic writing courses; therefore, the presenter aimed to find out how this particular class would respond to peer-review. Students produced blog-style writing texts, and their work was posted on Google Classroom. Students were then asked to evaluate each other’s work. In a post-project survey, students indicated a positive attitude towards peer-review, and that reading other students’ blog posts helped them reflect on their own writing. Students also reported that knowing their work would be shown to others urged them to work harder and produce better work than in other assignments. These results match with previous studies.