抄録
This paper examines the efficacy of writing activities for students who need remedial education in university. As practical activities, two writing tasks were introduced: Yaminabe English composition (message in the bottle) (Hino, 2003) and Twitter English composition. Students' reactions were investigated through classroom observation and a questionnaire which was distributed at the end of the semester. According to the research, these unique writing activities seem to motivate learners' attitude toward writing something in English. Research, literature and activities concerning input are often seen in the field of remedial education. However, research concerning output skills, such as speaking or writing, is rarely recoguized in this field. Therefore this thesis offers a new way to consider English remedial education in Japanese universities.
