Peer review activities (PRAs) are one of the collaborative learning approaches, which will develop logical thinking skills and insight into their own writings. Although the PRA method has become popular among the teachers of Japanese to foreigners, not many teachers of English in Japan have employed PRAs. The paper presents experimental results on the effects of anonymous peer review activities in the English-as-a-foreign-language writing classes. The results have suggested that anonymous peer review activities are effective in developing readers’ viewpoints which would be essential to bridge the different interpretations between a reader and a writer. Also, training students to become critical readers in a non-native language would lead them to be more self-critical writers that would consequently produce coherent well-structured documents.
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