Abstract
This research investigated the teachers' views on "successful" and "unsuccessful" practice of peer response activity through questionnaire survey. We found that teachers tended to focus on different elements for "successful" and "unsuccessful" practice. While descriptions of "successful" practice included elements of the liveliness of the activity as a whole and the reflection of the discussion on the actual essays, "unsuccessful" practice tended to be attributed to the students' individual ability, attitude, and their understanding of the purpose of the activity. We concluded that teachers' instructive support to improve students' understanding of the activity would be effective to encourage unmotivated individuals.
