In order to be successful in Active Learning by students, to adopt TBL (team-based-learning) or PBL (project-based-learning) have come to be widely introduced. Its effectiveness has been confirmed by a lot of researchers. On the other hand, it is not likely to be easy to teach Japanese through TBL or PBL in lecture type writing course. In addition, students don't try to make much remarks during lectures. The reason for this situation is because some students are self-conscious about to interrupt lecturer and others or what others may think of the student. Therefore, this paper, attempterd to use Raction-Paper in the way such as follows: 1) students write down on Reaction-Paper like journal exchange in Japanese as learning language 2) lecturer writes reply to their comment after lecture 3) at the beginning of following lecture, lecturer gives them oral feedback. The analysis was done questionnaire survey and Reacton-Paper analysis. To communicate on Reaction-Paper in JAPANESE is effective for motivating learners to express in Japanese and to correct mistakes of vocabularies and Kanji by themselves. Giving feedback for everyone is useful for giving some students who cannot understand previous lecture a chance to relearn. In addition, results of students’ class evaluation and their Reaction-Paper suggest that Peaction-Paper is meaningful for considering questions about lecture and focusing on the lecture. Futher studies are needed, however, to explore how to set Scaffolding for students who are not good at expression in Japanese.