The present study investigated what non-native Japanese as second language learner's (JSLs)feel while evaluating Japanese compositions. Seven Chinese students of advanced Japanese language, who are aspiring to be teachers in future, were asked to rate ten letters written in Japanese by Chinese students of intermediate level on the scale of 1 to 10, based on common criteria. Think-aloud protocols and semi-structural interviews were recorded. It highlighted various difficulties and problems faced by the JSLs, while evaluating composition written by Japanese language learners. And, few suggestions for the rater and points to be considered, while assessment are also proposed.
