Abstract
The studies in this article attempted to establish cross-validation of learners’ perceptions of error feedback in both writing and oral activities by integrating educational psychological theories. Various factors could influence the effectiveness of error feedback in second language learning environments. Although the mode of feedback (i.e., oral or written) is also one of the factors influencing the effectiveness of error feedback, considerable research of both a descriptive and experimental nature has been done to examine the effects of error feedback on oral production (Russell & Spada, 2006). Therefore, this article reports the statistical analysis results of an examination of the relationship between characteristics of learners and their perceptions of error feedback during both oral and writing activities, from social and individual learning perspectives. The study’s findings could help teachers of Japanese as a second language develop appropriate methods of error feedback from students with different characteristics.
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