錯誤是學習中不可避免的一部分，尤其是在第二語言習得中。通過提供糾正性反饋（corrective feedback），英語教師希望學生能夠有意識的認知到他們的錯誤並改變習慣來修正錯誤。然而，儘管經過反覆糾正, 穩定的錯誤(stabilized errors) 仍然持續出現在學習者的寫作中。為了修改學習者的寫作錯誤，他們需要有機會不斷的練習，但傳統的寫作反饋通常缺乏練習部分，使學習者在糾錯中處於被動角色。本行動研究旨在通過刻意練習(deliberate practice)擴大語言學習者與反饋的互動，以增強對自身穩定錯誤的認識，並培養增加對寫作文法正確性的掌握。透過一個强調間隔重複的學習方案(spaced repetition software program) 來進行此項研究，該方案促使學習者在分散練習中積極糾正他們的寫作錯誤，以瞭解此練習模式是否能有效減少文法錯誤，以及學生如何看待學習策略。經由追蹤學習者的錯誤模式來比較實施此學習策略前後的差異。結果發現學習者的文法正確性在統計上有顯著進步。參與者由六名參加雅思考試寫作課程的成年台灣英語學習者組成。他們認為這項學習策略不僅有趣且有效地減少錯誤率，但他們也提出對於將此項學習策略應用於自我學習過程的困難。間隔重複應用程式雖然是將刻意練習應用於糾錯的有用工具，但學習者需要教師的指導才能有效地應用這種學習策略。

Errors are an unavoidable part of learning, especially in second language acquisition. Through corrective feedback, language learners are expected to become aware of their errors and modify their output to repair them. However, some “stabilized errors” emerge persistently in learners’ output, despite repeated corrections. In order to modify their output, learners need opportunities to engage repeatedly with the target forms, but traditional feedback on writing typically lacks a practice component, relegating learners to a passive role in error correction. This action research seeks to extend language learners’ interaction with feedback through deliberate practice, in order to enhance awareness of their own stabilized errors and cultivate greater control over accuracy in writing. This practice was mediated by a spaced-repetition software program (Anki) that prompted learners to actively correct their writing errors on a distributed review schedule. The study explores how deliberate practice can be applied to error correction through spaced repetition, whether such practice is associated with a reduction in stabilized errors, and how students perceive the learning strategy. By tracking error patterns before and after implementing this intervention, a statistically significant reduction in stabilized errors was found. Participants, consisting of six adult, Taiwanese English learners taking a group IELTS writing course, perceived the intervention as enjoyable and effective in reducing errors, but also expressed concerns over how to apply the strategy to their learning independently. Spaced-repetition software may represent an adaptive tool in mediating deliberate practice for error correction, but learners require an instructor’s guidance in applying this learning strategy.

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