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1Nagoya University of Commerce & Business, Japan; 2Nagoya University of Commerce & Business, Japan
Peer review in L2 writing classrooms is generally regarded as beneficial to both feedback receivers and providers. However, some studies have claimed that East Asian students hesitate to provide negative feedback. To verify and extend previous research, this study examined 64 Japanese college students' preferences for, and perceptions of, peer review activities in an EFL composition course. Participants completed both face-to-face and anonymous feedback sessions. Survey and interview data identified student-level factors, such as L2 proficiency and feedback usefulness, as sources for feedback mode preference. Evidence of student reluctance to criticize others' work was not found in either mode.