Abstract
This action research paper examines the author's methods of addressing learners' misuse of the Japanese language during three terms of teaching practice at Akita International University's Graduate School of Japanese Language Education. The author identified the correction of learners' mistakes as a significant issue. Therefore, he analyzed the corrections provided during the teaching practice and investigated the effectiveness of the correction feedback in eliciting self-correction from the learners. The results revealed that the author's correction feedback exhibited bias, primarily focusing on input-oriented corrections, which proved ineffective in promoting self-correction. Additionally, the feedback was one-sided, as it failed to consider the learners' feelings when provided. Considering these issues, this paper discusses the tendencies observed in the author's corrective feedback and aims to explore effective strategies for its implementation. Furthermore, it offers suggestions for improvement and outlines prospects in this area.
https://ror.org/05qz4zw08 
