This study investigated the effect of conventional and computer-mediated peer feedback on L2 introverted and extroverted learners’ writing ability and language-related episodes. Eighty-six L2 intermediate English language learners were randomly assigned to two different treatment groups: computer-mediated and conventional peer feedback. In computer-mediated classes, the participants exchanged peer feedback and discussed comments using Google Docs platform. Meanwhile, in conventional group, the participants exchanged comments on paper; they also gathered once a week to discuss comments in a face-to-face fashion. The results revealed that the introverts in computer-mediated group improved more significantly than the introverts in conventional group. However, the extroverts of both conventional and computer-mediated groups improved equally. The findings indicated that both introverts and extroverts in computer-mediated group produced more Language-related episodes than their counterparts in conventional group. Further, the pairing patterns of introverted and extroverted learners were found to have effects on the number of their generated Language-related episodes.