10早稲田教育評論 第 39 巻第１号to each other and build on what is said, can be challenging in some cases. This difficulty arises for two main reasons: first, when individuals are not used to constructing discussions jointly and instead only take turns giving their opinions, the interaction can become fragmented and superficial; and second, when group members do not fully understand what others are saying, it becomes difficult to build on the discussion. These issues often occur when students are not used to participating in group discussions in L2 English or when students talk too fast. To overcome these issues, it is essential for students to develop interactional skills for effective topic management to maintain discussion flow, and to employ breakdown repair and comprehension checks to ensure understanding. Another critical factor is allocating sufficient time for class and group discussions. Unrushed time allows for more thorough and flexible interactions, which helps to avoid hasty exchanges and promote deeper, more meaningful discussions.In group discussions, relationships with others also play a role, and being a senior member in the class adds another layer of responsibility that makes the discussion more difficult. For example, one student mentioned that she wanted to expand on examples when the discussion hit a dead end by suggesting something like, “For instance, this experiment in the textbook might apply here.” Although she aimed to contribute in this way as a senior, it was not easy. She said she did not want to convey incorrect information to juniors, so she also wanted to resolve any uncertainties about her understanding of the textbook.among group members and using Japanese to expedite the process. Some students even used ChatGPT to generate answers due to the time pressures. Because the instructor did not circulate the classroom to inter-act with students, these issues might not have been visible. The student suggested that if a TA were present, the professor could look after one half of the class while the TA managed the other half. The student, who was preparing to study abroad, wanted to practice English and felt that classmates were capable of handling discussions in English. To achieve group discussions in English, the student recommended that the instruc-tor encourage students to use English during discussions, interrupt group discussions by asking in English “Do you understand?” and allocate more time by reducing the number of questions.It also appeared that group discussions in Japanese are common in English literature classes. One student who had the opportunity to discuss English literature in English during their study abroad found it extremely challenging. The difficulties arose because discussions about literature can be very abstract and Being a senior student in the classWhy group discussions are conducted in JapaneseTimeOne student highlighted an interesting point: The use of L1 Japanese in group discussion is not because L2 English is difficult, but rather due to time constraints. For example, in some classes, although there were many discussion questions, the time provided was not sufficient. This led to the division of tasks The discussion content
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