@article{oai:u-ryukyu.repo.nii.ac.jp:02008182,
 author = {Shimoji, Toshihiro and Tsuhako, Hirokazu and Kyan, Masaru and 下地, 敏洋 and 喜屋武, 勝},
 issue = {22},
 journal = {琉球大学教育学部教育実践総合センター紀要, Bulletin of Faculty of Education Center for Educational Research and Development},
 month = {Mar},
 note = {This paper suggests the effective response to students' writing and discusses the error correction for Japanese high school English teachers. It also proposes useful suggestions to activate written communication in Japanse schools which have 40 students in one class on the average.One possible suggestion for dealing with the time for error correction and the class size is paying more attention to three types of feedback. First, peer feedback is an especially useful technique to overcome the difficulties which Japanese teachers of English face to teach written communication. Second, teachers should pay more attention to the objectives and audiences when they teach students written communication. Third, teachers should pay more attention to their students' level and cultural background to spark students' interests and improve their writing skills., 紀要論文},
 pages = {171--197},
 title = {Response to students' writing : suggestions for high school english teachers},
 year = {2015}
}