This study compares the effectiveness of audio-taped feedback (ATF) with traditional written feedback (WF). Its focus is on the ATF and WF provided to 23 college sophomore English majors at a Taiwan university. Students were also asked at the end of the academic year to evaluate and compare both ATF and WF from their perspective. It is concluded that both the combined and ATF methods were much more efficient than the WF-only method in terms of the quantity of feedback. In addition, the students viewed ATF more favorably than WF. Findings from this study argue strongly for the use of ATF over WF. It is preferred by students and is more efficient in terms of the teachers' time. When using ATF, the teacher seemed to discuss writing problems more thoroughly and provided more detail than when using WF. (Contains 20 references.) (KFT)