2023 Volume 2023 Issue 33 Pages 575-584
In this paper, we introduce peer evaluation in an academic writing class for 27 students in the first semester of their second year of Japanese II at a higher education institution, and investigate (1) how the students perceive peer evaluation, and (2) what the characteristics of peer evaluation interaction are. We conducted an interview survey on peer evaluation after the class, and analyzed the data obtained by adopting a modified grounded theory approach, and were able to confirm a growth process in which students' thinking became deeper through repeated input and output. In addition, the students' reflections on their learning suggested that they developed a sense of growth and accomplishment as they became aware that they were able to write logical sentences that they could not write at the beginning of the class, and that this led to a sense of self-affirmation that they had acquired academic writing skills through the class.
