Chapter 4. Using Peer Review Stations to Build Confidence and Strengthen Academic Writing Skills
Kathryn Jurns and Claire Bower
Abstract
Peer review has become a mainstay of many writing classrooms, regardless of language or level, by encouraging students to think critically about their peers’ writing as well as their own. While there is a wealth of literature supporting the validity of peer review as a classroom practice (Patwary, 2023), some of its expected benefits may still be diminished in an English-as-a-second-language context. In this chapter, the authors will share the research results from an exploratory study of a classroom practice created for a second-year academic writing class. This practice uses peer-review “stations” in which students focus their review on specific areas of writing, such as cohesion or citations. The goal of the practice was for students to gain an “expertise” in their area of writing to build their confidence and effectiveness as reviewers. The results showed an upward trend in their confidence as the practice continued through the year, as well as an increase in global feedback. This suggests that specialization-based peer review elevates students' confidence and creates an environment for richer feedback.
About the Contributors
Kathryn Jurns is a lecturer at Rikkyo University in Japan. She received her MEd in TESOL from the University of Cincinnati in the US. Kathryn’s research interests include second-language academic writing, peer review, and curriculum and materials development.
Claire Bower is a part-time lecturer at Gakushuin and Sophia University, specializing in academic English, exam preparation, and academic writing. She holds an MA in English Language Teaching, with research interests in pragmatics and peer review.
Citation
Jurns, K., & Bower, C. (2026). Using peer review stations to build confidence and strengthen academic writing skills. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/4
Peer review has become a mainstay of many writing classrooms, regardless of language or level, by encouraging students to think critically about their peers’ writing as well as their own. While there is a wealth of literature supporting the validity of peer review as a classroom practice (Patwary, 2023), some of its expected benefits may still be diminished in an English-as-a-second-language context. In this chapter, the authors will share the research results from an exploratory study of a classroom practice created for a second-year academic writing class. This practice uses peer-review “stations” in which students focus their review on specific areas of writing, such as cohesion or citations. The goal of the practice was for students to gain an “expertise” in their area of writing to build their confidence and effectiveness as reviewers. The results showed an upward trend in their confidence as the practice continued through the year, as well as an increase in global feedback. This suggests that specialization-based peer review elevates students' confidence and creates an environment for richer feedback.
About the Contributors
Kathryn Jurns is a lecturer at Rikkyo University in Japan. She received her MEd in TESOL from the University of Cincinnati in the US. Kathryn’s research interests include second-language academic writing, peer review, and curriculum and materials development.
Claire Bower is a part-time lecturer at Gakushuin and Sophia University, specializing in academic English, exam preparation, and academic writing. She holds an MA in English Language Teaching, with research interests in pragmatics and peer review.
Citation
Jurns, K., & Bower, C. (2026). Using peer review stations to build confidence and strengthen academic writing skills. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/4
Information About the Book
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Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |