Peer reading has been widely practiced for fluency improvement and has implications for the language learners of all ages. It often involves reading loudly in a low-pressure context. In India, schools are present with a wide amount of cultural diversity. Culture exchange through extensive reading is found to be rarely practiced in Indian schools and requires a serious and immediate attention from the teacher community. This study sets out with the belief that there are linguistic and motivational benefits for Indian learners through peer reading activities. The method of this study is designed to have an experimental and control group. The study follows the theoretical framework of the socio-cultural approach to learning and cognitive development and compares the level and quality of interaction and motivation among the learners of two groups.