摘要 长久以来，书面写作反馈及其效用都是二语习得领域的一个重要研究课题。在英语外语教学的研究框架内也是不可或缺的一部分。其中，在到底哪种写作反馈方式对于提升外语学习者的写作准确性提高是最有效果的这一研究问题上，各路研究者持不同意见。因此，本研究力求做到以下三点：第一，比较直接反馈与间接反馈两种反馈方式的效用如何；第二，调查师生对于不同反馈方式的态度如何；第三，在实验基础上，为外语教学提出一些建议。本研究通过在27名来自农村初中的初三学生中开展实验，并在实验结束后对参与实验的学生以及全校的英语老师进行问卷调查，得出研究结论。实验结果显示，在短时期内直接反馈和间接反馈对于提升学生外语写作准确性并没有明显的区别，但仅间接反馈呈现出更持久而长远的影响。在师生的态度调查中笔者了解到，大多数师生认为间接反馈比直接反馈更好。

Abstract Written corrective feedback and its efficacy on writing accuracy has been an important researching subject in the field of second language acquisition. It is also believed to be an essential topic in EFL pedagogy. However, there has been much discussion and debate on which type of written corrective feedback is the most effective. Thus, this study attempts: (1) to compare efficacy of direct and indirect corrective feedback; (2) to investigate teachers’ and students’ attitude on different forms of corrective feedback, and (3) to suggest some possible implications for EFL language teaching. This study attempts to tackle the issue by carrying out an experiment among twenty-seven Junior Three students in a country middle school and by using questionnaires after the experiment. This study has found that direct and indirect corrective feedback show no significant difference in improving students’ EFL writing accuracy in a short period of time, but indirect feedback has proved to have a more lasting impact on students’ writing accuracy. As for the survey on the teachers’ and students’ attitude, it has been found that most students and teachers have a positive attitude toward written corrective feedback and they have preference for indirect feedback compared with direct feedback.