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thequestions, advices and the remarks that teacher provide for students produce reader-basedprose as opposed to write-based prose. Ur (1998) views the term of “feedback” at a differentangle, he defines feedback as the process of “Returning information for a certain study task toimprove and promote students’ learning”.In EFL classroom, as Lalande (1982) defines, feedback is a procedure used to informlearners where the instrumental response is correct or not. In Longman Dictionary, teacherwritten feedback is defined as the comment or information that learners received either fromtheir teacher or from other learners. Keh (1990) defines feedback as an input from a reader toa writer in hope of providing information for revision.The term of “feedback” can be parted into positive feedback and negative feedback. Asto the form of feedback, it can be separated into written feedback and oral feedback.According to the sources of feedback, it can be classified into peer feedback and teacherfeedback. Considering the focus of feedback, it can be divided into process-oriented feedbackand product-oriented feedback. Feedback in this paper is referred as written comments thatteachers give students in the hope of providing useful information for students for revising.
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2.2 Focus of Teacher Written Feedback
Which aspect should teacher's written feedback focus on，form or content? This questionattracts great attention of researchers studying the L2 writing. Teacher written feedback, as acrucial part in teaching of writing, no matter which aspect it should concern on deserves to betaken seriously. Previous studies show that the written feedbacks given by teacher weremainly focusing on the language accuracy of students’ writing. After the development of theprocess approach involved in L2 teaching of writing, teachers tend to shift their focus tostudents’ issues like the organization and content of their compositions (Ferris, 2003).Nowadays, teacher written feedbacks mainly focus on three aspects. They are form-focusedfeedback, content-focused feedback and form-content combined teacher written feedback.Content-focused feedback refers to information-related comments, like the idea of thecontent, paragraphing, organization and coherence of the writing. It mainly deals with themulti-sentence level issues. Some researchers argue that content feedback should be put in ahigher position, and they hold the opinion that communicative function of the writing is themost important. Derham (1993) points that comment should be priority and spread over drafts,and content should be recognized as the first priority. Hedge (1993) also debates that goodwriters prefer to concentrate on how to get the content right at first and leave details such ascorrecting spelling, punctuation and the grammar until later. Truscott (1996) strongly supportsthe content-focused feedback. He suggests that form-focused feedback is totally useless in L2writing class, and it is harmful to L2 learners.
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Chapter 3 Methodology ..... 18
3.1 Textual Analysis Framework....... 18
3.2 Research Subjects and Pedagogic Settings ..... 19
3.3 Research Methods ........ 20
3.3.1 Questionnaire ..... 20
3.3.2 Interviews ...... 21
3.3.3 Data Collection........ 21
3.3.4 Data Description...... 23
Chapter 4 Results and Discussion.... 25
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