Participants came from a Tokyo Women’s University. 13 weekly assignments were submitted via Moodle, with students receiving written positive feedback to be read at home. A control group (n = 27) followed this cycle, whereas Group A (n = 16) and Group B (n = 17) additionally received indirect metalinguistic WCF with linked grammar pages; WCF focused on articles and to-infinitives. Activity logs were monitored for student feedback use. Pre-test and post-tests comparisons showed no significant differences on measures of fluency and accuracy. Six of 33 students checked their WCF feedback on a weekly basis. Thus, bringing into question the efficacy of take-home feedback.
