Peer review，which takes place exclusively betweenstudents in pairs who readeach other's papers and provide feedback to thewriter with the benefits of reducing students'writing apprehension，increasing their sense ofaudience，facilitating their transition from writerbased prose to reader-based prose，promoting theirwriting fluency，etc.，is becoming anincreasingly common pedagogy both in L1 and L2writing instruction．As a key component of theprocess writing approach and a useful writinginstruction tool，peer review is more frequentlyintroduced into EFL writing classroom．Unfortunately，peer review activity often turns out to bean unsatisfactory experience for EFL student writersand a frustrating one for writing instructorsas well．Both teachers and students express theirreservations about the efficacy of such a writingtool in EFL context．The key issue is that teachersfail to coach students to be effective peerreviewers in the whole writing process．This paperdemonstrates ideas and methods of coachingEFL student writers to effectively review theirpeers’papers in an attempt to better the contentand conventions of their written work and promotetheir overall writing proficiency．