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r feedback in high school English writing teaching to explore theimpact of the combined peer-teacher feedback on students'English writing motivationand writing performance.

1.2.2 Theoretical Significance

As for the theoretical significance,there are relatively few previous studies onthe combined peer-teacher feedback on writing motivation.This study aims toinvestigate whether combined peer-teacher feedback can promote English writingmotivation and writing performance among high school students more than teacher feedback.This study enriches the research on writing in the feedback section,thusmaking the research on writing more complete and comprehensive,providing areference for subsequent researchers and further supplementing previous empiricalresearch.

Chapter Two Literature Review

2.1 Definitions and Classification of Feedback

In this section,the relevant definitions of feedback are first explained,and thenthe specific classifications of feedback are elaborated under different standards.Finally,the combined feedback in this study is defined.

2.1.1 Definitions of Feedback

As the process writing theory introduces feedback into the writing process,feedback becomes an important part of writing.Research on feedback is widelydeveloped in second language acquisition and different scholars have given differentdefinitions of feedback.In Longman Dictionary of Language and Applied Linguistics,it defines feedback as comments or information provided by teachers or peers.Keh(1990)considered that feedback was a kind of input to the author,which wasdesigned to provide them with information on how to modify their writing.In otherwords,the feedback includes questions,comments,and suggestions from readers toauthors in order to better revise and refine their compositions.When the term is usedin second language acquisition,feedback refers to the information provided bylearners that they can use to modify their interlanguage(Ellis,1994).In writingteaching,Ur(1998)defined feedback as the information or evaluation that studentsobtain in the process of completing writing tasks.Shute(2008)describes feedback as messages conveyed to learners,which were designed to modify learner thinking orbehaviors.

2.2 Previous Studies on Teacher Feedback

2.2.1 Definition of Teacher Feedback

In writing instruction,feedback refers to the information readers provide toauthors about improving the quality of their writing(Zhu,2021).Feedback has alwaysbeen regarded as a critical part of second language writing teaching and plays animportant role in the development of second language writing skills.Teacherfeedback is a dominant feedback method in second-language writing.

2.2.2 Studies on Teacher Feedback at Home

Chinese scholars have also conducted a lot of empirical research on teacherfeedback,which mainly includes three aspects:research on the impact of differentforms of teacher feedback,comparative research between teacher feedback and otherforms of feedback,and research on students'attitudes toward teacher feedback.

Firstly,some previous scholars focused on the impact of different forms ofteacher feedback(such as 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。