Abstract
This paper reports how the students' peer reflection activities were implemented instead of teacher-centered feedback sessions in conversation classes. The students observed and analyzed collaboratively their own interactions in given conversation tasks. The result shows that the activities can provide the opportunities for the students to engage themselves in actively sharing opinions and comments by watching the video clips of their performances repeatedly. The post-activity questionnaire) found that the activities were effective in making the students aware of the conversation skills needed to manage the interactions appropriately in Japanese language.
