Abstract
There is a facility called the Academic Achievement Center (AAC), where the presenter belongs to. At the AAC, trained student tutors provide the main source of academic self-study support through peer-tutoring which includes active listening and the facilitation of tutee's self-efficacy. From October to December of 2016, every week for an hour, I had tutoring sessions with a Japanese Language learner who has dyslexia. This is a practice report of the tutoring sessions that supported the learner to clarify her learning difficulty of Japanese Language, while also encouraging her to achieve her goals.
