The qualitative case study reported in this paper explored Japanese senior high school students' perceptions on giving peer feedback in an EFL writing class. The study unveiled two contrasting findings. The survey data revealed that the students perceived giving peer feedback positively and recognized the benefits. The students identified the process of giving feedback as an experience of reading non-standard, imperfect English essay actively. The benefits they saw in giving feedback were related to the improvements in their own English proficiency : the reviewing of their own English usage, the application into their own writing of what they learned from giving peer feedback, and the exposure to the wide variety of English their classmates used. On the other hand, the observational and interview data unveiled the students' irritation and impatience in giving feedback on essays written by their peers in imperfect, non-standard English. It depicted the intolerance toward students' own non-standard English. The study stresses the importance of giving peer feedback in EFL writing sessions with regards to 1) the students recognizing its benefits, and 2) the students needing to develop tolerance and perseverance in dealing with their own non-standard English.

調査・実践報告