@article{oai:keisen.repo.nii.ac.jp:00000511,
 author = {長阪, 朱美 and ナガサカ, アケミ and NAGASAKA, Akemi},
 journal = {恵泉女学園大学人文学部紀要, Keisen University Bulletin},
 month = {Mar},
 note = {P(論文), This study examines Japanese EFL students' perceptions of teacher, peer, and self.directed feedback over the semester and their perceptions at the end of the semester. The students wrote multiple drafts and experienced teacher, peer, and self.directed feedback recursively throughout the semester. The data was collected from the students' journal entries during the course and a questionnaire administered at the end of the course. The journal entries showed changes in the students' responses to feedback over time and processes of forming their perceptions. The questionnaire revealed the students' opinions of feedback at the end of the term. Furthermore, more information and new questions about feedback were brought up through the integration of the two data. These results offered some suggestions for feedback practices in EFL writing classes and further studies on feedback in various L2 writing contexts.},
 pages = {121--150},
 title = {Feedback in EFL Writing : Integration of Students' Perceptions Over Time and at the End of Term},
 volume = {17},
 year = {2005}
}