本項研究旨在探討不同類型之線上診斷性文法測驗的解答回饋，對於非外文系大一新生的文法能力進步是否有所影響。不同類型線上診斷性文法測驗的解答回饋有效度的探究，能夠使教師了解哪一類型的解答最為有效，進而用來幫助學生達到較為有效的學習。 本項研究採用前測/後測設計。共有九十位大一新生來自三個不同程度(高、中低) 的大一英文班級，參與此項研究。參與測驗者被平均分成一個實驗組，以及一個對照組。在數據分析方面，兩個獨立樣本T檢定及兩個成對樣本T檢定分別被用來分析在實驗組及對照組之間及內部前後測平均數比較。研究分析結果顯示，有接受詳解(metalinguistic feedback) 的實驗組學生，在後測的表現上進步許多。相較之下，對照組學生(沒有接受詳解)並無顯著的進步。關鍵字: 文法能力、診斷性文法測驗、後設語言解答回饋、前測、後測 The current study aims to investigate whether the type of feedback (no corrective feedback; metalinguistic feedback) on an online diagnostic multiple-choice grammar test results in improvement in EFL university freshmen’s grammar proficiency. Investigation of the effectiveness of different types of online diagnostic grammar feedback on students’ grammar proficiency helps instructors understand what types of grammar feedback are the most useful and further apply it in class to help students achieve facilitative learning. The present study adopted the pre-/ post- test design. Three different levels of FENM classes (one high, one mid, and one low) students were involved in this study (N=90). The three FENM classes were divided into one control group and one treatment group. Two independent-sample t-tests were used to analyze the mean scores of pre-tests and post-tests between groups, while two paired-sample t-tests were used to analyze the mean scores of pre-tests and post-tests within groups. Data analysis revealed that control group students did not improve significantly on the post-test, while treatment group students improved greatly on the post-test. The results indicated that treatment (metalinguistic feedback) was the main factor that could explain the differences between the groups in the current study.
