Abstract
This practice is a learner-centered reading comprehension activity in a classroom for adult Japanese learners. I analyzed how they perceived this activity and considered its potential as an activity. It became clear that they felt a certain significance in this activity and took it positively. At the same time, it was also found that there was a conflict between the merits of the learner-centered and the merits of the teacher-led due to the time-effectiveness of the teacher-led and the difficulty of communication between the learners.
