This case study explores how three Chinese college students taking an EFL writing course participated in online and offline peer review as a way of learning in a blended learning context, with a focus on their deployment of self-regulated learning (SRL) strategies in this process. To address the research questions on what SRL strategies EFL learners use and how they deploy such strategies in the peer review practice, multiple sources of evidence were collected, including students’ writing logs, interviews, field notes, drafts and feedback. Data analyses show that in giving, receiving and using peer feedback, learners used various SRL strategies in the four dimensions of cognition, meta-cognition, social behavior and motivational regulation. However, the three learners who were from different English proficiency levels deployed SRL strategies in different ways, which were closely related to learner factors and contextual factors. This qualitative multiple-case study can contribute to the current knowledge by giving a holistic account of individual learners’ peer review practice and illustrating the complex nature of their deployment of SRL strategies in the blended learning context. 
 

learning strategy; EFL writing; peer review; blended learning