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Firstly,an introduction on the feedback is provided which includes the definition andclassification,and then it introduces the definition of multi-feedback.

2.1.1.1 Definition of feedback

Keh(1990)holds that the feedback in writing teaching is“the input provided by thereader to the author and the information provided for the author to revise his own articles”.Black and William(2009)point out that feedback is the reader’s response to the author’swork and the source of information for the author to revise and improve his composition.Zhang Xuemei and Dai Weidong(2001),two domestic researchers,point out that“evaluation and correction”are the most prominent in the feedback.It is also due to thesignificant combination of these two components that the most basic purpose of feedbackgiven by teachers or other learners is to continuously improve their writing ability.Feedback is regarded as an important enabling strategy for EFL writers(Tsui&Ng,2000).To sum up,it can be seen that the feedback of writing is that readers,including teachers orpeers,provide the author with relevant information to improve the compositions,so thatthe author can further revise his exercises and improve the quality of the text.

2.2 Related studies on writing feedback abroad and at home

In this study,the author mainly focuses on the effective application of themulti-feedback mode which combines teacher feedback,peer feedback and self-feedbackin senior high school English writing.Therefore,in this part,the author reviews theresearches on teacher feedback,peer feedback,self-feedback and multi-feedback inEnglish writing abroad and at home.

2.2.1 Researches on teacher feedback abroad and at home

In ESL writing teaching,teacher feedback is dominant.Teacher feedback has longbeen regarded as the most authoritative feedback mode in second language writingenvironments(Bitchener&Ferris,2012).Compared with researches on other feedback,studies on teacher feedback starts relatively early,and therefore,studies on teacherfeedback are more comprehensive and in-depth no matter abroad or at home.

In foreign countries,there have been relatively in-depth studies on teacher feedbackfor a long time.And the studies on teacher feedback in writing teaching abroad can mainlybe divided into two categories.Specifically,students’attitudes towards teacher feedbackand the effects of teacher feedback.

Chapter Three Research Design ........................... 23

3.1 Research questions .................................. 23

3.2 Research subjects ................................ 23

3.3 Research instruments .......................... 24

Chapter Four Results and Discussion ........................... 45

4.1 Results and discussion about writing tests ........................... 45

4.1.1 Results and discussion about pre-test in EC and CC ................. 45

4.1.2 Results and discussion about pre-test and post-test in CC ........ 46

Chapter Five Conclusion ..................... 65

5.1 Major findings .............................. 65

5.2 Limitations ...................................... 67 

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