This research examines the effectiveness of a two-round online peer review approach in promoting deep learning among vocational students of English as a Second Language (ESL). The research adopts quantitative analysis of the two-round online peer review with the help of cognitive networks and lag sequence analysis. The intervention will involve students submitting their written assignments online, which will then be distributed among their peers for review and feedback. In the first round, students will provide constructive feedback based on predetermined criteria. In the second round, students will revise their initial drafts based on the feedback received and submit the revised versions for a second round of peer review. It is hypothesized that the two-round online peer review approach will lead to significant improvements in students’ language proficiency, critical thinking skills, and collaborative learning. The findings of this research can provide valuable insights for educators and curriculum designers in vocational ESL programs, highlighting the benefits of incorporating online peer review as a pedagogical strategy.