This study investigated the possibility of Applying TAE (Thinking At the Edge) in conversation education based on learners' feedback. In Chen's "Advanced Japanese Conversation" class, a practice exercise using vocabulary already learned was engaged in to express what the learners wanted to say through incorporating an application of TAE (Thinking At the Edge). A survey was held after the practice lesson. As a result, through the quantitative and qualitative analysis, focusing on bodily sensation and then verbalizing it through the prescribed steps of TAE yielded a positive assessment from learners.The essential points of advantage were observed by comparing before and after using TAE, and those points of advantage were: (1) the content became richer, (2) the content grew closes to the learners' own sense (of what they wanted to say), and (3) the exercise helped organize the learner's own thinking. From this result, creating conversation sentences using TAE steps meets learners' needs better than creating conversation sentences without using TAE steps. This study further supports the beneficial possibilities of applying TAE to advanced conversation class.