Abstract
This research examined how international students responded to recasts provided by tutors. The participants comprised one group tutoring activity between Japanese students from language teacher training course and international students with N3-level Japanese proficiency. Participant observation was conducted over a two-month period. the results showed that international students most frequently responded by repeating the tutors’ recasts. Furthermore, it was revealed that when the tutors encouraged international students to produce full sentences, they noticed the recasts and independently corrected their speech.
