Abstract

This paper explores, from a sociocultural perspective, the nature and functions of zemi or seminars in which Japanese undergraduate students received group supervision for research and thesis writing. The study also investigates how the zemi contributed to completion of their theses. It was found that the zemi provided contexts for teaching and learning in which, via assigned tasks, formal teaching, oral presentations and discussions, students acquired new knowledge and skills for undertaking research and completing a thesis. The solidarity, friendship and close bonds which were built among the members of the zemi motivated and encouraged them to achieve their goals.