本篇論文呈現網路寫作教學師生內在言語的一種對話互動形式。本文的對話互動主要是介於一種所謂的問話體的評語以及學生對其作出的修改回應。文中發現，問話體的評語既婉轉又能促進學生作出適當的修改。問話體評語的間接語氣不但營造出一種民主的氣氛，且能將學生的注意力引導至文章的內容或意義上。不管是自我導向或是他人導向，問話體的評語經常能夠促使學生自動作出修改，進而幫助學生成為更獨立的寫作學習者。

This paper presents a joint activity (adapted from Leont’ev, 1992) of dialogical interaction that occurs between an online teacher’s inner speech of feedback and his students’ inner speech of revision in a particular cyber context of teaching multiple draft compositions. The two major components of dialogical interaction are the so-called question-form comments in the teacher’s written feedback and their subsequent learner revisions. The question-form comments were found to be both indirect and facilitative. The indirect language of question-form comments seemed to create a democratic atmosphere and direct learners’ attention to the meaning making of the content. Whether self-regulated or other-regulated, question-form comments frequently led to learners’ self-corrections and thus provided a great avenue to help the students to become more autonomous learners of second language writing.