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ELT Journal 2005 59(1):31-38; doi:10.1093/elt/cci004
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ELT Journal Volume 59/1 January 2005 © Oxford University Press

Guiding principles for effective peer response

Jette G. Hansen1 and Jun Liu2

1 Jette G. Hansen is Assistant Professor of English Language and Linguistics and Second Language Acquisition and Teaching at the University of Arizona. Her main research interests include peer response in second language writing and the acquisition of a second language phonology. She is the co-author of Peer Response in Second Language Writing Classrooms (2002, University of Michigan Press) and has published in Applied Linguistics, Studies in Second Language Acquisition, TESOL Quarterly, TESOL Journal, and Written Communication. Email: jhansen{at}email.arizona.edu, 2 Jun Liu is Associate Professor of English at the University of Arizona. His research interests include curriculum development and syllabus design, teacher education, classroom-based research methodology, and second language writing. He has published numerous articles and books in the area of applied linguistics and TESOL, and is co-editor of Michigan Series on Teaching Multilingual Writers, and a columnist on language learning and teaching for the 21st Century Weekly in China. Email: junliu{at}u.arizona.edu

This article presents guiding principles teachers can utilize in their own planning and student training for effective peer response. As the principles illustrate, teacher planning and student training are ongoing processes that must be addressed before, during, and after peer response, although the majority should be carried out before peer response commences. Planning and training encompass students' responding to and revising their papers based on peers' comments. The principles are listed chronologically, from before to during and after peer response, and for each, concrete and practical suggestions are provided.

Received November 2003.


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