矯正性回饋於過去的幾十年間一直是個具有爭議性的議題，許多的研究 皆期望能夠全盤地了解矯正性回饋何時以及如何對於教師與學生有所助 益。本研究目的在於探討兩種全面矯正性回饋於台灣英語學習者之段落 寫作上的效果。兩個實驗組分別給予間接的代碼矯正性回饋及間接的後 設語言矯正性回饋，並利用雙向重複測量方差分析（ANOVAs)來檢視 不同語法類別上的改善。結果顯示在實施矯正性回饋之後，兩組在段落 修訂或撰寫新段落上並沒有顯著差異，但隨著時間過去，卻能於上述寫 作活動中展現顯著的效果。此結果顯示回饋的種類並無差異性，但回饋 本身，抑或寫作練習本身，卻可以協助學生於特定語法類別上獲得進 步。本研究結果應有助於英語寫作教師使用這些矯正性回饋策略。

Corrective feedback in L2 writing has been a contentious issue for the past few decades. Many studies have been undertaken to more fully understand when and how corrective feedback is useful for both teachers and students. The present study aims to add to the literature by investigating the effectiveness of two kinds of comprehensive corrective feedback on Taiwanese EFL learners’ paragraph writing. Two experimental groups were given either indirect coded corrective feedback or indirect metalinguistic corrective feedback. Detailed examination of their improvement in different grammatical categories by means of two-way repeated measures ANOVAs revealed that there was no significant effect for the different treatments on either paragraph revision or writing new paragraphs, but there were significant effects over time, which shows that the type of feedback did not make a difference, but that feedback alone or writing practice alone helped students improve in certain grammatical categories. These results should be helpful to EFL writing teachers using these corrective feedback strategies.