Since the 1970s, the investigation into how L2 learners acquire the tense and aspect morphology has been the focus of many descriptive and pedagogical accounts of languages. It is suggested that knowledge of how learners actually use the tense-aspect forms could contribute to the implementation and effectiveness of pedagogical implementations. Hence, the purpose of the study is to investigate whether the distributions of verbal inflections -ed and -ing were in accord with the predictions of Aspect Hypothesis since they are an indicator of the developing temporal system.Participants were 105 English majors from two universities and one institute of technology in northern Taiwan. They were asked to carry out a narrative writing task. Data were analyzed by means of across and within category analyses. The results indicate that learners' use of verbal inflections -ed and -ing were in general in line with the predictions of aspect hypothesis. On the basis of the findings, pedagogical implications are provided.