The present study aimed to explore the major patterns in the available scholarship on peer feedback in the writing classroom. In doing so, a bibliometric approach was utilised, where a nearly exhaustive search was conducted on the SCOPUS-indexed documents on peer feedback. After compiling a database, the scholarship on peer feedback was divided into three timelines: 2000-2010, 2011-2020 and 2021-2024. The subsequent analysis highlighted the salient research trends in the number of documents published on the topic of peer feedback, the most prolific authors and venues (e.g., academic journals), the most influential institutions and countries, and the most highly researched topics. The results, for example, showed a substantial increase in the number of documents published on peer feedback. The higher number of documents on peer feedback in recent years is probably caused by the increasing attention paid to such notions as learner autonomy, learner engagement with feedback, and more learner-centred methods of providing feedback.