Japanese college students’ perceptions of peer editing activities

Tomoka Kaneko

This study investigated the nature of interaction during peer editing activities between Japanese university students who were not familiar with these types of activities. Three participants from the same English class did peer editing activities in pairs. The data collection methods are: 1) video and audio taped observations; 2) interviews; 3) students’ original drafts; and 4) students’ revised drafts. The analysis of the data indicated that the students had little resistance to the peer editing activities and viewed the peer editing activities as an opportunity to exchange suggestions to make their writing better and thus were willing to accept the peer feedback. However, at the same time, the participants felt that there were limitations on the extent to which it was possible to deal with grammatical issues by themselves. This study shows that the participants’ good relationships as classmates contributed to their positive perceptions of the peer editing activities.

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