The authors introduced a peer-learning technique to a mid-high level Japanese as a second language reading/writing class using a summary writing activity. After students individually wrote a summary of an article, they were divided into groups and instructed to write a group summary of the same article. Instructions on how to write the group summary were not given. This paper discusses the results of a survey administered to the students after this peer-learning experience. From this survey, the actual process of writing a group summary was discovered. Future possibilities and problems revealed from the survey are also provided.
