LAUSR

Abstract The process of peer review for EFL writing has remained underexplored despite the increasing volume of research on peer review. The current study justified, adopted and substantiated a process-oriented approach to exploring peer review through the lens of the socio-cultural theory, after critiquing the predominant product-oriented research paradigm. Thirteen pairs of Chinese university EFL learners conducted peer review of six writing genres after receiving training in peer review. Peer interaction was scrutinised in terms of interaction patterns, mediating strategies, learning opportunities indicated by the amount and focus of oral peer feedback, and their intertwined relationships. 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.