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than merely emphasizing the acquisition of basic knowledge and fundamental skills. Compared to the previous English classroom teaching, there are now significant improvements, but most students still believe that they are learning English to sit exams and they fail to recognize the importance of learning English for their future development and lifelong development. Teachers play an important role in students’ learning. Teachers should be good at guiding students’ learning and teacher feedback is an important factor affecting the teacher-student interaction relationship, and the quality of teacher-student interaction determines the quality of teaching and the quality of students’ learning. In teaching, teachers should grasp the right feedback strategies with a view to properly guiding students to develop the right values, essential characters and key competencies. 

Chapter Two  literature review

2.1 Teacher-Student Interaction

This section is divided into two subsections, including definitions of teacher-student interaction and significance of teacher-student interaction.

2.1.1 Definitions of Teacher-Student Interaction

Ellis (1990) recognized interaction as the communication involved in exchanges of real communication as well as those occurring during the process of formal drilling. According to Markey et al. (2010), he defined interactions as real-time behavioral exchanges of two or more participants (e.g., teacher-student or student-student). Brown (2007) described the interaction as a collaborative sharing of ideas, sentiments, or ideas shared by two or more individuals (students and instructor, or teacher, students and students) that have a reciprocal influence on one another.

The term “classroom interaction” refers to the entirety of the activities that occur in the classroom, both verbal and nonverbal, and this is where the verbal exchange takes place. Xu Fei (2005) considers classroom interaction as teacher-student interaction in the special environment of the classroom, that is, interaction between teachers and students, and interaction between students and students. In his paper,Chang Zhaohui (2014) points out that classroom interaction is an efficient way to share information and feelings, which is a significant way to develop students’ thinking skills, creativity and personality. Class interaction is seen as a means of obtaining an impartial evaluation of teacher-student interaction in the classroom and an examination of successful teaching (Tsui, 2008). 

2.2 Teacher Feedback

This section is divided into four subsections, namely, definitions of teacher feedback, classifications of teacher feedback, functions of teacher feedback and previous studies on teacher feedback.

2.2.1 Definitions of Teacher Feedback

Feedback used in educational contexts is generally regarded as crucial to improving knowledge and skill acquisition (e.g., Azevedo & Bernard, 1995; Epstein et al., 2002; Moreno, 2004). In their research, Narciss and Huth (2004) held that feedback is depicted as a significant factor in motivating learning. Historically, feedback has been regarded as a unit of information that teachers provide to students in a one-directional transmissive model (Van der Kleij, Adie, & Cumming, 2017; Natriello, 1987). In a similar way, Hattie & Timperley (2009) argued that feedbac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。