Peer Response in Second Language Writing Classrooms

Jun Liu and Jette G. Hansen


In Peer Response in Second Language Writing Classrooms, writing teachers will find a volume that provides access to the most relevant research on peer response and applies it to the L2 writing context. It also informs decisions on when, how, and why to use (or not to use) peer responding activities with multilingual writers.

Like much of the process writing approach, peer response activities have become commonplace in second language writing classrooms—despite the fact that research has not conclusively documented their usefulness. Liu and Hansen provide a balanced analysis of the pros and cons of peer response but argue that most unsuccessful attempts are due to a lack of proper training of "peers." They advocate for thoughtful, well-planned preparation of students for collaborative work and a sensitive, supportive teacher throughout the process.

Their solutions to many of the problems associated with peer response are offered in this volume. Handy checklists and forms are presented to aid teachers in conducting successful peer response activities.

Look Inside

Copyright © 2002, University of Michigan. All rights reserved.

Product Details

  • 192 pages.
Available for sale worldwide

  • Ebook
  • 2013
  • Available
  • 978-0-472-02974-7

  • PDF: Adobe Digital Editions e-book (DRM Protected)

Add to Cart
  • $20.00 U.S.

  • Kindle

Add to Cart

Choosing any of the above format options will take you to the appropriate e-retailer to complete your purchase. Pricing may vary by individual e-retailer. Please see e-retailer site for purchasing information.

For more information about our Digital Products, visit our Digital Products page.



  • peer response, corrective feedback, revision, second language writing, multilingual writers, second language pedagogy, process approach, peer feedback, peer review, peer editing, pre-service teachers, in-service teachers, second language acquisition, applied linguistics, collaborative learning, social interaction, negotiation of meaning, group work, English as a second language, English as a foreign language, classroom participation, classroom management, oral feedback, written feedback, drafting, scaffolding