Some university English as a foreign language (EFL) composition teachers in Taiwan have experimented with audiotaping their commentary on students' writing to help students revise. However, there has been little research on how effective this is for Chinese students. Therefore, a study was designed to shed light on this issue by comparing audiotaped feedback (ATF) with traditional written feedback (WF) for teaching writing in an (EFL) course. In this study, the researcher focused on the ATF and WF provided by the researcher herself for one of her students in a sophomore composition class at Tunghai University. The feedback provided for this student's fourth and fifth writing assignments was analyzed. The feedback for the former was provided by using a combined method, i.e., both ATF and WF, while the feedback for the latter was provided by using WF only. The research questions included the following: (1) How effective is the combined method as compared with the WF only method in terms of quantity of feedback?; (2) How effective is ATF as compared with WF in terms of the quantity of feedback?; (3) What are the differences in the nature of the feedback provided through the combined method and the WF only method, if any?; and (4) What are the differences in the nature of the feedback provided through ATF and WF, if any? The major findings were as follows: (1) Both the combined method and ATF were much more effective than the WF only method in terms of the quantity of feedback; (2) There did not seem to be much difference between the combined method and the WF only method in the aspects of the writing addressed; (3) When the combined method was adopted, the teacher seemed to save WF mostly for addressing language errors and ATF for addressing both language errors and other problems concerning content, structure, organization, coherence, logic, clarity, tone, and style; (4) ATF encouraged the teacher to discuss the writing problems more thoroughly than WF; and (5) The teacher demonstrated different responding strategies in her ATF and WF, and the former appeared to encourage the student to do her own problem solving better. Findings from this study argued strongly for the use of ATF over WF. A literature review, extensive tables, and 19 references are included. (Author/KFT)