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Using peer review with Chinese ESL student writers

Nanyang Technological University, Singapore, gwhu{at}nie.edu.sg

Peer review has a prominent place in process-oriented writing instruction. In this paper, I share my developing use of peer review in an academic writing course for Chinese ESL learners. After reviewing the relevant literature, I describe the context in which I implemented peer review and conducted practitioner research into its productive use. Next, I present and discuss the training activities and follow-ups I used to prepare my students for effective peer review. The various instructional practices have been experimented with and refined in a 3-year action research effort to best facilitate my students’ acquisition of academic writing skills and hence enhance the quality of classroom life. In conclusion I summarize student performance in my most recent writing class and consider several instructional changes that are likely to help students understand better and thus benefit more from peer review.

Language Teaching Research, Vol. 9, No. 3, 321-342 (2005)
DOI: 10.1191/1362168805lr169oa


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