English Australia Journal : English Australia Journal 27.2
English Australia Journal Volume 27 No 2 13 valuable strategies and activities notwithstanding, instructors will need to come up with individual responses appropriate to their students and teaching contexts in their effort to take advantage of peer review in their classroom. For example, they would need to work out the most effective training activities and best group configuration in relation to the needs and characteristics of their own students. In a similar vein, it would be important for them to determine, through close monitoring, whether changing or fixed group membership works best for their students. Above all, they must aim to achieve a judicious balance between the uses of different sources of feedback in their writing instruction so that their students are best supported in their learning journey. ACKNOWLEDGEMENTS This paper was sponsored by the key projects of the Social Science Development Research, 2011, of Hebei Province of China under the Grant number 201102030, and the Science and Technology Department of Hebei Province of China under the Grant number 114072171D. REFERENCES Alavi, S.M., & Kaivanpanah, S. (2007). Feedback expectance and EFL learners’ achievement in English. Journal of Theory and Practice in Education, 3, 181-196. Amores, M. J. (1997). A new perspective on peer-editing. Foreign Language Annals, 30, 513-523. Arndt, V. (1993). Response to writing: Using feedback to inform the writing process. In M. N. Brock & L. Walters (Eds.), Teaching composition around the Pacific Rim: Politics and pedagogy (pp. 90-116). Clevedon, UK: Multilingual Matters. Berg, E. C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8, 215-241. Carson, J. G., & Nelson, G. L. (1994). Writing groups: Cross-cultural issues. Journal of Second Language Writing, 3, 17-30. Carson, J. G., & Nelson, G. L. (1996). Chinese students’ perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1-19. Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3, 257-276. Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: Producing an academic essay. ELT Journal, 57, 158-166.
English Australia Journal 28.1
English Australia Journal 27.1