@article{oai:nuis.repo.nii.ac.jp:00003342,
 author = {SATO, Yasuko and Sato, Yasuko},
 journal = {新潟国際情報大学 国際学部 紀要, NUIS Journal of International Studies},
 month = {Apr},
 note = {A researcher has been utilizing the EIKEN Tests (Test in Practical English
Proficiency, known as EIKEN) on university first-year students as a kind of selflearning
in the compulsory course at Niigata University of International and
Information Studies (known as NUIS) since 2014. Although the potential value
and effectiveness of the test are proved by quantitative findings and analysis of
students’ results, it still carries meanings to study further about the influences of
EIKEN tests on EFL class in Japan. In this paper, the researcher pinpointed the
effectiveness of peer-response groupwork in CLIL and EFL classroom settings
based on ESL/EFL writing to acquire the basic writing skills for passing EIKEN
tests. Particularly, four different topics based on Process Writing Approach
(White & Arndt, 1991) were discussed in terms of ESL/EFL writing instruction,
which puts more focus on learners’ sense of independence and initiatives in peerresponse
groupwork: 1) groupwork both in English 101 & 102 (Introduction to
Writing) in university in USA & Block 3 ESL (low intermediate to intermediate
level) in a language school affiliated with the university, 2) psycholinguistic
argument of groupwork instructed under the theory of Second Language
Acquisition (SLA), 3) educational argument of peer-response groupwork – pros
& cons- ;4) the effectiveness of peer-response groupwork in Japanese ESL/EFL
writing course.},
 pages = {55--68},
 title = {The Effectiveness of Peer-Response Groupwork in CLIL and EFL Classroom Settings: A Collaborative Work in Writing Courses in Japan},
 volume = {6},
 year = {2021},
 yomi = {サトウ, ヤスコ}
}