Abstract
Peer response aims to facilitate learning through interaction among learners. However, peer evaluation activities often face psychological resistance from learners, hindering rather than promoting interaction. Therefore, in the "Japanese Speech and Debate" course at a Chinese university, I replaced peer evaluation activities with question-and-answer (Q&A) sessions to promote interaction among learners through their mutual questioning and answering. Furthermore, to understand learners' perspectives on activity-based classes, I introduced a "classroom activity to discuss activity-based classes." Analysis of learner speeches revealed a prevalent view that a balanced combination of teacher-led and activity-based instruction is desirable, depending on the course objectives.
