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"I feel that the student who diagnosed my essay, focus too much on grammar and give me few suggest on content. I think even Microsoft Word can do the similar grammar suggestion too." -Eunju (pseudonym) , English learner, reflection on peer review session M any teachers know from experience how easily peer review during writers' workshops can become a pointless, time-consuming activity when carried out without careful student training. Having English learners (ELs) from diverse backgrounds who are in the process of developing their language skills can make it even more challenging for teachers to facilitate peer review. Both research and practice suggest that ELs from diverse cultural and educational backgrounds may have little prior experience with peer review and a lack of confidence in their English proficiency, which are factors that can hinder them from fully enjoying the benefits of peer review (e.g., Rollinson, 2005 ). This article provides teachers with strategies for effectively implementing peer review training and posttraining activities during writers' workshops in order to amplify the positive effects of peer review and more actively engage ELs in the peer review process. Writing: A Recursive ProcessWriting processes are dynamic, nonlinear, and exploratory, and writers are able to generate ideas and discover meaning through these recursive processes. In the classroom setting, these writing processes usually involve multiple back-and-forth teacher and peer intervention (Liu & Hansen, 2002 ). The writers' workshop is one way teachers help student writers understand the nature of the complex and recursive processes of writing. The goal of these Soo Hyon Kim is an assistant professor of English at

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Metalinguistic knowledge refers to the explicit and declarative knowledge that learners have regarding language which plays a critical role in second language acquisition (SLA). Previous research has examined issues regarding metalinguistic knowledge in areas such as instructed SLA, teacher education, L2 learner individual differences, and L2 assessment. Practitioners who work with English language learners and pre‐service teachers are also invested in finding the most effective way to help students and student teachers take advantage of, and develop, their metalinguistic knowledge in language classrooms. Some questions with immediate relevance to classroom teaching are: What types of corrective feedback help students take advantage of their metalinguistic knowledge? How much focus on form is needed when implementing communicative activities in the classroom? What are pre‐service teachers' perceptions of the importance of metalinguistic knowledge, and what professional development activities help enhance their metalinguistic knowledge?