Abstract
The authors analyzed negative comments from the results of a survey which was administered to students in an advanced JSL reading class after a peer-learning activity. Negative feelings from students towards the activity included the time inefficiency, the preference of studying style, other languages used by members of the group, and the group members' language level differences. In this paper the authors will discuss some techniques that help students realize peer-learning activities are helpful to them. After including those techniques, the result of the survey showed that students better understood the significance of this peer-learning process and had a positive reaction towards it.
