Peer-review activities foster critical-thinking and promote opportunities for thorough feedback in academic writing classes, while easing the teacher’s workload. In an ESL context, however, social pressures or varying language abilities can affect peer-review’s value, or even be counterproductive (Leki, 1990, as cited in Ferris & Hedgcock, 2005). A new ‘stations’ style of peer-review aims to counter this by playing to the students’ strengths, resulting in a more effective practice. Students concentrate on an area of strength such as citation, grammar, or cohesion and conduct peer-review in that category only. The presenters will introduce content from an ongoing study comparing this “peer-review stations” practice and a more traditional peer-review activity. The study investigates students' confidence as peer-reviewers as well as their perceived value of the feedback they receive. This presentation will share survey results, data analysis, and interviews from the study and how this new style of peer review can complement and enhance an academic writing course.