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This action research project investigates the effectiveness of the peer-review process in ESL writing classes. The research adopts the peer-review process by using different pedagogical techniques during this process to evaluate the effectiveness of this process in general and each pedagogical approach used to achieve it in particular, more specifically the peer-review letter adopted by some rhetoricians at CU, Boulder. The participants in this case study are four students—three from China and one from Saudi Arabia—in WRTG 1150, a class targets first-year writing and rhetoric. The students have participated in a series of peer-review processes, providing feedback to their peers on both the global level of the writing process and the formal level. Data has been collected from students’ responses to some questions given to them in forms of handouts during the peer-review process, students’ revised work, interviews, and the peer-review letter mentioned above. Although helpful, the results of this study indicate that there are factors such as the learner’s age, academic level, bias, pride, and cultural background that seem to play a role in the amount of feedback given and incorporated. The results also show that while the peer-review has seemed helpful on the global level of the writing process, it has not done so on the formal level of the writing process. The results also reveal, to a certain extent, that there is no a-winner-takes-all pedagogical tool can be adopted to carry out this process. The teacher should take into consideration his/her students’ ages, academic levels, and cultural backgrounds.

Evaluation of Training Student Reviewers for the Purpose of Enhancing Writing Quality in ESL Writing Classes