Differing Perceptions of EFL Writing among Readers in Japan

Abstract

This quantitative and qualitative study investigated perceptions of English compositions among four groups of readers (N= 465) in Japan. Analyses of evaluative criteria and readers' comments yielded the following clear parallel results: Whereas inexperienced English as a Foreign Language (EFL) students attended predominantly to content in both judging and commenting on compositions, more experienced EFL students and nonnative English teachers showed greater concern than the inexperienced students did for clarity, logical connections, and organization. The experienced groups' perceptions tended to be more similar to the perceptions of native English‐speaking teachers than those of the inexperienced EFL students. This tendency suggests that there is a gradual change in Japanese readers' perceptions of English composition from preferring the writing features of their first language (L1) to preferring many of the writing features of the second language (L2). The results imply that the particular kind of evaluation and feedback students are asked to provide on their peers' writing should vary according to the amount of L2 writing awareness and experience they have acquired.