The findings of this study suggested that in general peer editing through Wikispaces could help to reduce errors in L2 students’ writing. The primary findings from the students’ essays reported that the students were able to correct most of the errors quite well through online collaborative activity. The language errors identified could be used as a guideline for L2 students to equip themselves with the adequate knowledge and skills in writing essays. They would be benefited the most if they were able to comprehend the conventions and features of this specific context.However, as for the unidentified errors by students, the teacher plays the critical role in emphasizing them in the classroom. The teacher should clearly explain the rules and give a lot of examples as well as provide ample of opportunity to the students to use, produce and practice on their own. This can be done by getting them involved in various immersion activities in class and outside the classroom. It will eventually help the learners to be more aware of the particular language aspects in their essays. Besides that, there were also tendencies for students to correct errors wrongly when editing other’s work. This situation could be overcome through consistent practice of peer editing.Both questionnaire and feedback forms revealed more positive impressions of the students towards the usefulness of peer editing through Wikispaces in correcting L2 students’ writing. Additionally, several characteristics and strengths of Wikispaces also supported the peer editing activity. In short, peer editing through Wikispaces is seen as a valuable learning process which can foster independent learning.