This study investigated the extent to which English-as-a-Foreign-Language (EFL) writing students in a Taiwanese university used ideas provided by their peers during computer-mediated prewriting discussions, and the quality of the peers' comments. Subjects were 17 students in four writing groups. Transcripts of discussions preceding the first drafts of two writing assignments were analyzed, and students were then surveyed about the comments they incorporated into their writing processes. Results indicate that students did use some of the ideas discussed during computer-mediated prewriting discussions, but not very often. Some students did not use any of the ideas presented to them. Almost half of the ideas used were concerned with macro-level composition issues such as topic appropriateness or overall essay structure or content, and about one-fourth of the ideas concerned paragraph-level issues, suggesting that the quality of the comments was good. Activities or resources that students perceived as useful in idea generation included, in descending order of importance, textual information from the school library or students' homes, the students' own ideas, ideas from friends, textual information from the textbook and teacher handouts, and computer-mediated prewriting discussions. Instructional and research implications are considered briefly. Contains 26 references. (MSE)