Abstract
This paper describes the development and evaluation of a handwritten correction support system with audio and playback strokes used to teach Japanese writing. The study examined whether audio and playback strokes have a positive effect on students using honorific expressions in Japanese writing. The results showed that error feedback with audio has a positive effect on low-level students and that error feedback with playback has a positive effect on high-level students. While with-playback error feedback can enhance the episodic memory of high-level students, it can also impose an increased cognitive load on low-level students. Therefore, it is advisable for Japanese language teachers to use different feedback strategies and offer appropriate types of error feedback according to the level of students in order to enhance their Japanese writing skills.
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