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ot no feedback from the students. Meanwhile, complaints from the students also spring up, with the saying that they can not understand their teacher’s comments or do not like the  way  of  teachers  providing  feedback.  Giving  written  feedback  on  students’ writing is one crucial task of the teachers, which plays an important role to provide timely  correction  on  students’  errors,  offer  correct  input  and  guide  students  in English writing learning. But in fact, it takes the teachers’ a lot of time and energy to correct errors, offer suggestions and make comments on students’ writing work. It is really a disappointing phenomenon that the students ignore their teachers’ feedback on  their  writing  exercises  and  continue  to  repeat  the  same  mistakes.  As  a consequence, students make slow progress in writing while teachers are discouraged in keeping working on students’ compositions in vain.  
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Chapter Two Literature Review 

As an important sphere for both L1 and L2 writing research, providing effective feedback has become a major concern for the writing teachers. Most experienced writing  teachers  understand  giving  feedback  is  a  frustrating,  difficult,  and time-consuming task; meanwhile it is a dutiful, benefitting and well-meaning task of them since it plays a crucial role in encouraging and motivating ESL/EFL students. There are different theories, which overlap or supplement each other, explaining the  influence  of  teacher  feedback  on  the  improvement  of  accuracy,  fluency, complexity  and  quality  of  learners’  writing.  Many  previous  studies  have  been conducted  from  the  aspect  of  teacher,  and  feedback  itself,  to  improve  the effectiveness of teacher feedback. However, the exploration of feedback from the aspect of learners is limited.  This  chapter  is  a  comprehensive  review  of  previous  studies  that  investigate feedback, feedback in EFL/ESL writing, and teacher feedback.  

2.1 Feedback 
According  to  Oxford  Advanced  Learner’s  English-Chinese  Dictionary,  the explanation  of  feedback  is  “advice,  criticism  or  information  about  how  good  or useful  sth  or  sb’s  work  is”.  In  Longman  Dictionary  of  Language  Teaching  and Applied Linguistics, feedback refers to “any information that provides information on the result of behavior”, and “comments or other information that learners receive concerning their success on learning task or tests, either from the teacher or other persons” in teaching. So, the specific meaning of feedback varies from the different contexts where it occurs.  
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2.2 Theories of Feedback in ESL/EFL Writing 
Feedback  in the literature on writing  is defined as “any procedure used to inform a learner whether an instructional response is right or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。