本研究旨在探究不同回饋來源（教師、同儕）與同儕回饋下不同形式（文字、語音）對於國小學生的英語發音表現與英語情意學習成效（學習動機、學習焦慮、學習態度）之影響。本研究採不等組前後測準實驗設計研究法，以台南市一所小學之四年級學生（三個班，共75名）為研究對象，配合英語科教學，進行為期八週的線上英語發音的錄音練習活動。測驗工具包含英語口說成績、英語學習動機量表、英語學習焦慮量表以及英語學習態度量表，資料分析的方式皆採單因子共變數分析（ANCOVA）。研究發現：一、在英語發音表現三個組別無顯著差異。二、在各項英語情意學習成效（學習動機、學習態度、學習焦慮）三個組別無顯著差異。三、三組學生於學習動機後測顯著優於前測；於學習焦慮下降的部分，教師回饋組後測顯著優於前測；於學習態度，同儕互評語音及文字組後測顯著優於前測。

The study of the present study was to investigate the effects of different sources and types of feedback on elementary students’ pronunciation performance and affective learning outcomes in English. Different sources refer to the feedback from teachers or peers. Different types of peer feedback refer to written feedback or audio feedback from peers. Affective learning outcomes refers to learning motivation, anxiety, and attitudes toward English. A non-equivalent pretest-posttest quasi-experimental design was adopted for the study, which lasted for 8 weeks. Three fourth-grade classes (n=75) at a single elementary school in Tainan City, Taiwan, were randomly assigned to three different conditions (i.e. teacher feedback, written peer feedback, audio peer feedback). Quantitative data were analyzed by using an analysis of covariance for pronunciation performance and affective learning outcomes in English and one-sample t-test for affective learning outcomes in English. According to the data analysis, the main results were:
1. No statistically significant differences among the three groups in pronunciation performance.
2. No statistically significant differences among the three groups in affective learning outcomes in English.
3. After the online learning activity, the posttest scores of learning motivation toward English in the three groups were significantly higher than their pretest scores; The posttest scores of learning anxiety toward English in the teacher feedback group were significantly lower than the pretest score; The posttest scores of learning attitude in the peer written and audio feedback groups were significantly higher than pretest score.

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