Using peer review with Chinese ESL student writers

TLDR

Peer review plays a central role in process‑oriented writing instruction. The paper reports on the evolving use of peer review in an academic writing course for Chinese ESL learners. A 3‑year action research cycle reviewed literature, described the implementation context, and tested training activities and follow‑ups to refine peer‑review practices for Chinese ESL students, aiming to improve their academic writing skills and classroom dynamics. Student performance in the latest class improved, and the author proposes instructional changes to further enhance students’ understanding and benefits from peer review.

Abstract

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.