Student viewpoints on the effectiveness of peer response implemented in writing classrooms: Japanese learners in Taiwan

• Main Authors: Shan-Yeh Yang, 楊姍燁
• Other Authors: Hsiao-chin Lo
• Format: Others
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/cy329x

碩士 === 銘傳大學 === 應用日語學系碩士班 === 102 === Recently, peer response- a new way to learn Japanese writing- has been emphasized. In fact, the most people who research the effect of peer response on Japanese writing with learners in Taiwan are teachers. This research is conducted from the standpoint of an observer because most students do not dare express themselves genuinely when meeting their teachers. This research, however, looks at the responses of Japanese learners in Taiwan to research different ways of grouping peer response, the influence of peer response, and learner’s thoughts on writing Japanese. This research uses the grounded theory which shows three major facts: first, most learners are satisfied with grouping themselves by their teachers, but some think a lottery-type of grouping is better because unknown classmates will give different accounts of writing; second, peer response can strengthen Japanese writing abilities and logical thinking; third, learners think the peer response can develop friendly relations among group members and strengthen communication ability. Regrettably, learners don’t know how to make suggestions to classmates who have equal ability in writing which leads to nothing more than gossip during the PR activities.