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ly focus on the impact of corrective feedback on students’ writing performance, but few attention is given to the effect on students’ writing motivation. Students’ writing motivation is the key prerequisite for learning English well. The cultivation of learning motivation should be carried out as early as possible, since interest is the best teacher, and the impact on students is often lifelong. The author sorted out the literature in previous years and found that the research object of relevant literature was limited to college students and English majors. While middle school students are the largest group receiving teachers’ corrective feedback, which needs further research and investigation. Consequently, it is very important for academic purposes to examine the effect of teachers’ corrective feedback on writing motivation with junior middle school students as the research object. 

Chapter Two Literature Review 

2.1 Introduction of Feedback

Teaching feedback is of great significance to second language learning, helping to explore information exchange and classroom interaction between teachers and students. In the field of second language acquisition, teaching feedback has achieved fruitful results. Especially, the 1990s were a fruitful period in the development of feedback concept. Many scholars have different ideas about the definition and classification of feedback. This section will give a brief introduction to feedback and provide some theoretical basis for the research. 

2.1.1 Definition of Feedback

Feedback has been used in the field of education for many years, and relevant studies have fully demonstrated the importance of teaching feedback to second language acquisition. Feedback has always been regarded as an essential step in language teaching. In terms of the definition of feedback, academics at home and aboard have provided a variety of definitions from  multiple perspectives.

The word “feedback” was actually first used in computer systems, but with the development of language teaching, feedback is gradually applied in the field of education. Kulhavy (1977) state it in his paper “the word ‘feedback’ is generally used as a kind of instructional response to tell learners whether they are right or wrong” (p.145). Feedback serves as a tool to convey judgment information in teaching. Keh (1990) applied feedback to writing teaching and contended that “it is an input from the reader to the author about writing information. The ultimate purpose of feedback is to enhance the student's writing skills” (p.254). In this definition, feedback, as a kind of language input, helps the writer improve his writing proficiency by transmitting readers’ suggestions. Stemler viewed feedback as a kind of output, which is different with Keh. He explained feedback from a teachers’ perspective, “the output of information presented on a screen to provide information about improving the quality of students’ responses to events is known as feedback” (Stemler, 1997, p.176). In his view, feedback is a kind of information or experience transmission, which helps learners to better deal with various troubles in learning. While Ellis gave different opinion on feedback from a learner’s perspective. Ellis (1999) argued that feedback is the student’s response to the language exchange, which emphasizes the learner’s response to instructions ra本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。