A Teacher's Perspectives on Peer Review in ESL Classes


  • Oksana Vorobel Borough of Manhattan Community College, City University of New York
  • Camilla Vásquez University of South Florida




Peer Review, ESL, Teacher's Perspectives, Case Study


Studies of peer review in ESL classes typically focus on student attitudes and experiences. In contrast, teachers’ perceptions of and experiences with peer review have not been the focus of much scholarly attention. This case study explored one experienced teacher’s perspectives on peer review sessions in ESL classes. The study was conducted in the English language institute at a large urban university in the southeastern United States between Fall 2009 and Summer 2010. Shelley, the focal ESL instructor, was selected purposefully for her extensive use of peer review sessions in academic reading and writing classes. Classroom observations and interviews were subsequently analyzed using direct interpretation method (Creswell, 2007). The findings of the study shed light on the process of peer review sessions and their advantages and disadvantages from an experienced teacher’s point of view. Triangulation of the data, thick description of the context and procedures, a detailed discussion of the results, and the researchers’ reflexivity contribute to the reliability and validity of the findings. With its focus on the teacher’s perspective and experiences, the findings of this study may inform educators about the process of peer review and its pros and cons in ESL classes.

Author Biographies

Oksana Vorobel, Borough of Manhattan Community College, City University of New York

Oksana Vorobel is an Assistant Professor at Borough of Manhattan Community College, City University of New York (CUNY). She received her Ph.D. in Second Language Acquisition\Instructional Technology (SLA\ IT) at the University of South Florida. She has taught ESL\EFL, ESOL, and other courses in a variety of settings in the United States and abroad. Her research interests include second language writing and use of technology in language learning and teaching. Her work has been published in CALICO Journal and TESOL Journal.

Camilla Vásquez, University of South Florida

Camilla Vásquez is an Associate Professor of Applied Linguistics in the Department of World Languages, University of South Florida. She teaches courses such as Discourse Analysis, Language & Technology, Cross-Cultural Pragmatics, and Case Study Research in Applied Linguistics for graduate students in USF’s M.A. in TESL/Applied Linguistics and SLA\IT Ph.D. programs. Her research focuses on language teacher education, institutional discourse, and pragmatics. Her work has appeared in journals such as Discourse Studies, Research on Language and Social Interaction, TESOL Quarterly, and Language Teaching Research. Her forthcoming book, The Discourse of Online Consumer Reviews, will be published by Bloomsbury in 2014.



How to Cite

Vorobel, O., & Vásquez, C. (2014). A Teacher’s Perspectives on Peer Review in ESL Classes. Writing and Pedagogy, 6(2), 307–335. https://doi.org/10.1558/wap.v6i2.307



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