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Abstract Abstract: In order to study the reality and the function of peer interaction in the graduate students’ research writing class, this case study focuses on native and nonnative English speaking doctoral students’ perspectives on peer interaction in a research writing class and factors of impeding effective peer interaction. Primary data include retrospective interviews with focal students. Secondary data include classroom observation notes and interviews with the instructor. It finds that peer intersubjectivity is a key factor influencing the quality of peer interaction. Building peer intersubjectivity requires the consideration of students’ diverse linguistic and cultural background, choosing writing partner carefully and participating in well-designed tasks.
Key words: ineffective peer interaction; intersubjectivity; teaching research writing
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