The Features of Japanese EFL Learners’ Peer Feedback in Writing Compositions


This study investigated how the corrective peer feedback between the peers is related to Japanese university learners’ noticing in their foreign language acquisition. In this research, 12 students written composition data was collected from the following three stages: (1) essay writing, (2) corrective feedback with peers and (3) self-revision. In the process of the peer feedback, the learners paid attention to the lexical, syntax and the organization of their essay writing. The results indicated how the learners revised their errors in two forms: error corrections and reformulation, and how they improved their essay writing after receiving peer comments. In addition, the findings showed the tendency of the Japanese EFL learners’ linguistic views with EFL writing instructions where and which points the learners noticed and revised their English compositions as an output process. The effects of the peer feedback caused the learners to recognize and uptake in their revised writing. On the other hand, the data pointed out that common grammatical, lexical and discourse errors remained including the influence of Japanese EFL writing classes conducted in Japan. These results raise potential suggestions for further research of the corrective feedback with SLA instructions and writing activities in EFL classes.

Author Information
Hiromi Martin, Komazawa University, Japan
Yoko Shirasu, Yokohama College of Commerce, Japan

Paper Information
Conference: ACL2021
Stream: Language Acquisition

This paper is part of the ACL2021 Conference Proceedings (View)
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To cite this article:
Martin H., & Shirasu Y. (2021) The Features of Japanese EFL Learners’ Peer Feedback in Writing Compositions ISSN: 2435-7030 – The Asian Conference on Language 2021: Official Conference Proceedings
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Posted by James Alexander Gordon