This study is a small-scale qualitative research aimed at clarifying the factors and extent of influence on the learning experience of first-year Japanese English-Faculty (EFL) university students in group work-centered oral presentations using English as the language of communication. The research results were obtained through students' written self-reflection and participation in semi-structured focus group interviews. This study found that informal self-assessment and peer assessment influenced participants' learning experiences in oral presentations. Regarding group work, participants cited learning experiences from interacting with other group members and other groups, the value of past presentation experiences, and teacher support as the main influences of group work on their learning experience. Furthermore, participants felt that working in a group provided support, reduced performance pressure, and that observing other student groups was beneficial for their individual learning.
