Abstract
Writing is one of the most challenging skills for many EFL learners to master. It is also considered to be the most difficult to teach. To motivate students to write more without burdening teachers with additional rating work, college English teachers at a university in China introduced a journal project. Peer learners were paired anonymously and were required to write to each other on topics that interested them and to give mutual feedback. Comparative study shows that the learners have enjoyed the writing process and their writing has improved through this project.
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