BRIEF REPORTS AND SUMMARIES The Effects of Pre-Task and Post-Task Metalinguistic Explanations on Accuracy in Second Language Writing NATSUKO SHINTANI University of Auckland Auckland, New Zealand SCOTT AUBREY Kansai University Suita, Japan MARK DONNELLAN Kwansei Gakuin University Nishinomiya, Japan doi: 10.1002/tesq.323 A plethora of research has examined if and how instructional interventions in second language (L2) writing facilitate second language acquisition (SLA). These interventions constitute a type of form-focused instruction or “any pedagogical effort which draws the learners’ attention to form” (Spada, 1997, p. 73). The kind of form- focused instruction that L2 writing research has primarily been con- cerned with is written corrective feedback (see Bitchener & Ferris, 2012). Other pedagogical interventions include providing post-writing TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers. Edited by LAWRENCE JUN ZHANG University of Auckland MARY JANE CURRY University of Rochester TESOL QUARTERLY Vol. 50, No. 4, December 2016 © 2016 TESOL International Association 945