New insights into the process of peer review for EFL writing: A process-oriented socio-cultural perspective

Quantitative and qualitative analyses revealed three distinct interaction patterns and associated differed varieties of mediating strategies, amounts of oral peer feedback and focuses of peer interaction. The contrasting differences between the collaborative and dominant/dominant patterns revealed the importance of interactive peer interaction for generating a conducive learning environment for effective peer review for EFL writing. Important implications were provided based on results.