Abstract
This paper reports on the changes that occurred in awareness in an advanced Japanese writing class through peer response activities (referred to as "PR"). An analysis of the comments made by learners on peer compositions and of their reflections on PR revealed that PR could increase the learners’ focus points. In their reflections on PR, students mentioned clarity and points of interest, indicating an increase in awareness towards their readers.
https://ror.org/00z9wtp09 
