A researcher has been utilizing the EIKEN Tests (Test in Practical EnglishProficiency, known as EIKEN) on university first-year students as a kind of selflearningin the compulsory course at Niigata University of International andInformation Studies (known as NUIS) since 2014. Although the potential valueand effectiveness of the test are proved by quantitative findings and analysis ofstudents’ results, it still carries meanings to study further about the influences ofEIKEN tests on EFL class in Japan. In this paper, the researcher pinpointed theeffectiveness of peer-response groupwork in CLIL and EFL classroom settingsbased on ESL/EFL writing to acquire the basic writing skills for passing EIKENtests. 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 peerresponsegroupwork: 1) groupwork both in English 101 & 102 (Introduction toWriting) in university in USA & Block 3 ESL (low intermediate to intermediatelevel) in a language school affiliated with the university, 2) psycholinguisticargument of groupwork instructed under the theory of Second LanguageAcquisition (SLA), 3) educational argument of peer-response groupwork – pros& cons- ;4) the effectiveness of peer-response groupwork in Japanese ESL/EFLwriting course
