| Project/Area Number |
18K00854
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Nagoya University of Commerce & Business |
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Principal Investigator |
Kim Sugene 名古屋商科大学, 国際学部, 准教授 (40802525)
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| Co-Investigator(Kenkyū-buntansha) |
Chang ChihHao 名古屋商科大学, 商学部, 助教 (50757862)
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| Project Period (FY) |
2018-04-01 – 2021-03-31
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| Project Status |
Completed (Fiscal Year 2020)
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| Budget Amount *help |
¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2020: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2018: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
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| Keywords | L2 writing / peer review / peer feedback / anonymity / sociocultural factors / Japanese L2 learners / Japanese EFL learners / EFL writing |
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| Outline of Final Research Achievements |
Contradicting the stereotypical view of Asian, group-oriented cultures that verbal negotiations are less valued than preserving group harmony, the findings indicated that Japanese L2 students as a whole see value in peer review and particularly in the verbal communication component of the face-to-face mode. However, low-proficiency learners preferred the anonymous mode out of concern for their limited contributions to the peer review process. As studies conducted in non-Asian contexts similarly report, the apprehension of weak learners that their limited proficiency might adversely affect the effectiveness of peer review tasks is believed to influence L2 learners' peer review performance and perspectives. These consistently reported concerns and marginalization of low-level L2 students have an important pedagogical implication that helping students to accept that collaboration rather than correction is the goal of the writing group is essential to the successful peer review session.
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| Academic Significance and Societal Importance of the Research Achievements |
The findings help broaden our understanding of patterned variation in peer group interaction, indicating that L2 learners' performance is influenced not by cultural issues or L2 proficiency in isolation but is co-determined by an interplay of these two factors within and across contextual domains.
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