Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Edited by Ashton E. Dawes and Kathryn Jurns  
(Positive Pedagogical Praxis Series)
Released June 20th, 2026

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Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices showcases innovative activities for L2 writing classrooms. The goal for this volume is to provide teachers with practical tools to incorporate communication into writing classes, creating opportunities for students to interact and discuss both their writing and the writing process.
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This volume shares research and practices from tertiary educators across a variety of contexts and a range of student proficiency levels. Collectively, the authors discuss the themes of re-imagining peer review as a communicative, cognitive, and confidence-building practice. Chapters describe communication as an engine of learning and explore how technology can enhance peer review and communication without sacrificing the human element. By integrating these activities or making adaptations to better meet the needs of their class, teachers can help students build confidence as language learners and authors, leading to more engaging and purposeful discussions in L2 writing classrooms.

About the editors

Ashton E. Dawes is a language lecturer at Rikkyo University in Japan. She received her Master’s of Applied Linguistics from the University of Mississippi, USA, and has nearly a decade of L2 writing teaching experience.
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Kathryn Jurns is a lecturer at Rikkyo University in Japan. She received her MEd in TESOL from the University of Cincinnati in the US and has over a decade of L2 writing teaching experience.

Contents

Foreword Paul Kei Matsuda
Introduction. Communicative and Peer Review Practices: Cultivating Confidence in Writing. Kathryn Jurns
Part 1: Reimagining Peer Review Part 2. Talking About Writing
  • Chapter 6 The Effects of Collaborative Passage Development Activities on Commenting and Writing Revision Skills. Naoya Shibata
  • Chapter 7 From Silence to Synergy: Sparking Collaborative Learning in L2 Writing Classes. Tiffany Blatchford, Michelle Jerrems, and I-Ting Tsai
  • Chapter 8 Poster Conferences in a University Classroom: A Collaborative Approach to Scaffolding the Writing of Complex Academic Texts. Anna Loseva
  • Chapter 9 Linking Writing, “Peer Checks,” and Peer Review in a Content and Language Integrated Learning Course. Michael Griffiths
  • Chapter 10 Confidence Through Oral Peer Review: Communication and Reflection in EFL Writing. Akihiro Saito
​Part 3. Technology-Enhanced Practices
  • Chapter 11 To Err Is Human, to Correct Multimodal: Boosting EFL Learners’ Writing Skills Through Synchronous Video-Mediated Peer Feedback. Merve Kıymaz
  • Chapter 12 Integrating AI and Traditional Tools: A Practical Approach to L2 Peer Review. Ibtesam Hussein and David Clark
  • Chapter 13 Building Bridges, Not Replacements: Using AI to Strengthen Peer Collaboration in EFL Writing​. Lucas A. Dickerson
  • Chapter 14 Integrating Multimodal Feedback with Feedback Phrase Banks: An Effective Approach for L2 Peer Review. Ibtesam Hussein and Sonia I. López-López​
Conclusion. The Human Heart of Peer Review and Communicative Practices in L2 Writing. Ashton E. Dawes

Publication details

Publication date: June 20, 2026
Print book, $29.99
Ebook: $19.99
Series: Positive Pedagogical Praxis
ISBN (ebook):
ISBN (print): 9798197407351
​DOI: ​https://doi.org/10.47908/44