@article{oai:serve.repo.nii.ac.jp:00000346,
 author = {岡田, 靖子},
 issue = {第3号},
 journal = {聖学院大学論叢, The Journal of Seigakuin University},
 month = {Mar},
 note = {While Japanese learners of English have shown a decreased interest in learning English writing skills, the teaching of communication skills to improve learners’ speaking and listening abilities in English has become a greater concern among educators in Japan. This study explores the incorporation of both teacher feedback and peer feedback in process-oriented foreign language writing instruction. Participants were fifty first-year students at Seigakuin University. Data came from the post-questionnaires and subjects’ reflective papers. Results of this investigation revealed that the lack of learners’ confidence in English led to peer feedback that was not greatly beneficial to them and that peers had difficulty correcting errors without being helped. In the paper, attention is given to methods to assist the learner in becoming a successful writer and an effective reader, as well as methods to make the writing activity more communicative.},
 pages = {249--263},
 title = {大学授業におけるプロセス・ライティングの取り組み : アンケート調査と内省文の分析を踏まえて},
 volume = {第18巻},
 year = {2006},
 yomi = {オカダ, ヤスコ}
}