This action research used a qualitative comparative analysis approach to explore the use of asynchronous video communication during online peer review activities in the discussion board of an undergraduate blended U.S. English composition course for non-native speakers. The purpose was to compare second language students' online communication using video to that of text in order to see if video communication offered any benefits to this population of undergraduate student. This researcher imposed video communication as an intervention in the discussion board of one of her blended U.S. English composition courses, and then used content analysis to compare students' archived online peer reviews with those from another similar course where students used text only. Two additional data samples from the intervention course were also analyzed: (a) transcripts of students' videotaped end of semester comments left on the discussion board; and (b) the Community of Inquiry (CoI) student survey instrument. Findings from a cross-course qualitative comparative analysis of videotaped and text peer reviews suggest video communication produced longer, more personalized comments, with more critiques, compliments, and details about the draft. Intervention course students also displayed increased peer interaction and self-reflective thoughts. Students' end-of-semester videotaped comments revealed an initial discomfort with video communication that transformed into feelings of gratefulness for the experience as a method that improved their language skills and helped them overcome fear of speaking in English. Though not definitive, student surveys rated highly all three Community of Inquiry (CoI) presences. Further research is suggested with a more diverse population of second-language students. Additional studies of asynchronous video communication among second language learners beyond the scope of peer reviewing and English composition studies is also worthwhile investigating. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]