Research on English as a Second Language (ESL) has indicated that the use of peer groups can be effective in assisting nonnative speakers in the development of English writing skills. Bell (1991), for example, conducted a study in which adult students responded positively to the use of peer response groups in ESL writing classes (p. 70). Rothschild & Klingenberg (1990) likewise found positive results for the use of peer evaluations in adult ESL writing classes (p. 63). Other studies have shown the benefits of using peer groups for teaching ESL to younger students. Johnson (1988), for example, has claimed that language is primarily learned through interaction and that ESL children need to interact with English-speaking classmates "in order to develop a native-like control of that language" (p. 155). This paper will seek to support the hypothesis that peer groups are useful in developing writing skills among ESL students. Much of the research on this topic has focused on the development of conversational skills. However, it will be seen that this research also applies to the development of writing skills. In addition, much of the research has focused on ESL classes at the adult or elementary school levels. However, it will be seen that this research applies to the secondary school level as well.
Johnson (1988) has shown the importance of peer interaction in the development of conversational skills. She has also noted that "while our research dealt with spoken language, a similar social structure can work for writing or for combinations of writing and conversing" (pp. 161-162). Peck (1987) has indicated that peer interactions help ESL students learn English because the non-native speakers must adapt their conversations in order to communicate with native speakers. Thus, improvement in English skills results from such peer interactions as "the repair of communication breakdown, appeals to the children for information, and ...