This study aims to investigate the effect of peer review training on the Iranian EFL students’ subsequent revision in an advanced writing class in Larestan Islamic Azad University. After 12 weeks class demonstration, teacher-reviewer conferences with 20 male and female students, the students’ first drafts, revisions, and reviewers’ comments were collected and compared the comments before and after peer review training. The findings revealed that the students incorporated significantly more comments into subsequent revisions after peer review training. Therefore, peer review training had a positive effect on the students’ subsequent revisions.