Abstract
This study examined the effects of pair work revision on L2 writing, and the individual differences in pair work. 14 Chinese-speaking Japanese learners participated in a three-stage writing task under two conditions, pair and individual. (1) writing a first draft → a teacher reformulated the learner's texts. (2) compared their first draft to the reformulation. (3) writing a second draft (rewrite) individually. Furthermore, divided the pair of learners into upper, middle and lower groups, and compared the accuracy of the second drafts for each learner between the two task conditions and analyzed the effect of pair work.
