學習新語言不可或缺的部分是從錯誤中學習。因此，如今已發現寫作矯正性回饋(WCF)在改善寫作方面相當重要。然而，過去的研究卻指出，寫作矯正性回饋對寫作表現的影響，端視諸多因素而定，包括寫作矯正性回饋來源與類型。所以，本研究檢視兩種不同來源的寫作矯正性回饋 - 來自教師或同儕的間接矯正性回饋(CF)與間接提示矯正性回饋(ICCF)，對英語學習者造成何種影響。全體參與者(N-94)進行初級寫作作業，由兩位評量者負責評分。參與者依得分而分成四組，分別為：同儕ICCF、教師ICCF、同儕間接CF與教師間接CF。參與者分別接收到寫作矯正性回饋類型與來源後，在為期21週的時間內，完成四項不同的寫作與修改作業。結果顯示，這四組的寫作表現都有顯著改善，而且接收ICCF的參與者改善程度，不同於接收間接CF的參與者。在從同儕與教師接收寫作矯正性回饋的參與者之間，同樣有觀察到這些差異。因此，這項研究的結果對英語教學實務深具意義。具體而言，研究結果突顯出同儕與教師給予的間接CF和ICCF，在影響英語學習者寫作方面的教學意義。

An indispensable part of learning new languages is learning from errors; therefore, written corrective feedback (WCF) has been found to be important in improving writing. However, previous studies have shown that the impact of WCF on writing performance depends on a myriad of factors, including the source and the type of WCF. Therefore, the present study investigated the effect of two types of WCF on EFL learners, indirect corrective feedback (CF) and indirect coded corrective feedback (ICCF) coming from two different sources, either a teacher or peers. All participants (N-94) worked on an initial writing task, which was scored by two raters. Based on the scores, the participants were divided into four groups, ICCF from peers, ICCF from teacher, indirect CF from peers, and indirect CF from teacher. After receiving the respective type and source of WCF, the participants worked on four different writing and revision tasks within a 21-week period. Results showed a significant improvement in writing performance among all four groups. Additionally, results showed that participants who received ICCF improved differently from their counterparts who received indirect corrective feedback. These differences were also observed between those receiving WCF from their peers and teachers. Hence, the results of this study have implications for English instructional practices. Specifically, pedagogical implications for how indirect CF and ICCF from peers and teachers can impact ELF learners’ writing are highlighted.

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