1 Introduction

Discussed the challenges faced by novice scholars in international academic exchanges, particularly the difficulties encountered by Chinese doctoral students in academic discourse and nonverbal communication. Scholars have provided theoretical support for the complexity of academic language community writing by studying the language features of academic language, such as the pace characteristics of paper writing, ambiguous language use, and author identity issues. However, domestic students find it difficult to meet the requirements of appropriateness and appropriateness in academic discourse, and often overlook the industry requirements and discourse characteristics of international journals. Previous studies have focused more on the language logic of academic writing and less on how to guide students to master basic writing skills in the classroom. In addition, checking the quality of papers from the perspective of reviewers and responding to reviewer emails are also issues that need to be noted when publishing journal articles.

2 Literature Review

Explored the curriculum design concept of "student-centered" in specialized English teaching, emphasizing the importance of students' self-directed learning and teachers' multiple roles. Teaching materials should be simple and clear, derived from the target scenario, and teaching methods should focus on cultivating students' communicative abilities, not just grammar and vocabulary. The selection of evaluation methods should be purposeful, such as scaffolding, peer evaluation, and immediate feedback, to improve learning outcomes. In recent years, peer evaluation research has received attention as it allows students to learn from each other by reading and evaluating their peers' papers, promoting reflection and critical thinking, and improving performance. Teacher action research is a dynamic and flexible process aimed at explaining the process of social research, characterized by both teachers and students being active participants in the research. Action research is content oriented, highly participatory, and involves collaboration between teachers and students for self-assessment. Reflective practice is the core of action research, which is a continuous critical evaluation of all decisions and behaviors as a means to improve student learning and teaching effectiveness.

3 Research Methods

This chapter introduces the exploration of peer evaluation based on action research, aiming to use qualitative research methods to enable students to play the roles of reviewers and authors in the "International Academic Exchange English" course, in order to improve their academic writing skills and academic communication abilities. The research subjects are 172 doctoral students, divided into two cycles. The research tools include structured interviews and analysis of student assignments, using Freeman's qualitative research analysis model for data encoding. Teaching design is task oriented, allowing students to experience the process of international academic conferences through role-playing and peer evaluation. The course evaluation methods include formative and summative evaluations, covering classroom participation, extracurricular assignments, and oral and written exams. Teaching materials are prepared according to students' professional needs and there are no fixed textbooks. Students are required to submit a comprehensive literature review report, participate in a simulated international conference oral presentation, and score according to the evaluation form. The teaching process includes needs analysis, implementation of the plan, feedback modification, and adjustment of the plan to meet the needs of students.

4 Results and Discussion

Explored the effectiveness of peer evaluation and role-playing in enhancing the academic writing skills of doctoral students. Through a semester of practice, students have made significant progress in understanding the international journal publishing process, language logic, and authentic English expression. By playing the roles of reviewers and authors, students experienced the entire process of academic writing and improved their higher-order learning goals such as analysis, evaluation, and creation. Teachers guide students to study international journal literature, create writing templates, and enhance their English expression skills. Role playing and peer evaluation not only enhance students' academic writing skills, but also improve their academic communication abilities. Through simulating international academic conferences, students experienced the entire process from opening remarks to Q&A sessions, enhancing their language appropriateness and appropriateness. During this process, teachers transform from knowledge transmitters to classroom organizers, participants, and guides. Although the course has achieved good results, further optimization is still needed, such as adjusting the proportion of classroom teaching time and controlling the amount of homework to give students more time to digest knowledge. Students generally believe that the course is of great help to their academic writing and communication skills, but they also hope to reduce the amount of English homework to alleviate the pressure of professional learning.

5 Conclusion

Based on action research, this study explores methods for guiding students to write and present academic papers, implements the teaching philosophy of "learning centered", and allows students to experience the appropriateness and appropriateness of roles in academic activities through peer evaluation. It requires teachers to change their teaching mode, which has reference significance for university English teaching.