@article{oai:swu.repo.nii.ac.jp:00006460,
 author = {小川, 喜正 and Ogawa, Yoshimasa},
 issue = {930},
 journal = {学苑, Gakuen},
 month = {Apr},
 note = {The present study compares the effects of (a) unfocused error-code corrective feedback alone and (b) a combination of unfocused error-code feedback and focused metalinguistic feedback on Japanese EFL students’ accuracy in writing. Participants were three groups of English majors at Japanese universities, and they engaged in multi-draft writing tasks over a semester or an academic year. The changes in the number of grammatical errors as a function of WCF (written corrective feedback) were measured. The results showed that unfocused error-code WCF did not have any positive effect on the participants’ language acquisition when it was administered singly. Comprehensive feedback kept participants from attending closely to individual grammatical forms and thus canceled out the positive features of error-code feedback. The combined form of feedback had a positive effect but not to a conclusive degree. The pedagogical implication was that learners must be guided to attend to feedback autonomously, and opportunities for new writings must be further increased.},
 pages = {16--36},
 title = {The Effects of Unfocused Error-Code WCF and Focused Metalinguistic Explanation on EFL Writing Accuracy},
 year = {2018},
 yomi = {オガワ, ヨシマサ}
}