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the current level of learners and “i+1” represents the language material that slightly above the current level of learners, thus the feedback provided by higher-level students or English teachers for lower-level students are considered as understandable input, such as the feedback provided by medium-level students for low-level students, the feedback provided by high-level students for medium-level students and the feedback provided by teacher for high-level students are all considered as understandable input.

CHAPTER TWO LITERATURE REVIEW

2.1 Definition of Feedback 

Feedback is an important part of the process of writing teaching (Liu & Ji, 2018). The purpose of feedback is to help students correct the errors that occur in their writings and develop their writing ability. (Cui & Gai & Zhang, 2019). 

The definition of feedback is various. Keh (1990) said that “feedback is input from a reader to a writer, is the effect of providing information to the writer for revision”. Zhu defined feedback as “input from the reader to the author and its function is to provide some revision information about the author’s writing” (2010). In short, feedback means some revision information about suggestions from a teacher or a student to a learner. The effectiveness of writing feedback can not only affect the improvement of students’ writing level, but reflect the teacher’s teaching efficiency (Zhou, 2013). 

Keh pointed out that feedback is one of the indispensable elements in process writing teaching (1990). There are three common types of feedback in writing: teacher feedback, peer feedback and self-feedback, they are the main form of corrective feedback (Li & Wei, 2012). In China’s English teaching and writing class, traditional teacher feedback plays the dominant role and the practice of peer feedback and self-feedback is relatively short. However, in recent years, traditional teacher feedback has been suspected because of its inefficiency in writing teaching. Conversely, the research of peer feedback and self-feedback revealed the scientific and feasible of them. Anyway, we should know that every teaching method has its advantages and limitations. 

2.2 Definition of Peer Feedback in Writing

Peer feedback is also known as peer response, peer critiquing, peer evaluation, peer editing, peer review, etc (Mo, 2007). It refers to the process of writing in which the learners take the role of teacher and give written or oral evaluation to the compositions of their peers (Hansen & Liu, 2005). Peer feedback includes oral peer feedback, written peer feedback, group peer feedback, optimized peer feedback, computer-aided online peer feedback and other forms (Li & Wei, 2012). In this thesis, the author mainly conducts group peer feedback for the research. 

Foreign research on writing feedback began in the 1950s and has a history of 70 years. Scholars have carried out systematic and deep studies on the actual effects of peer feedback. The initial studies focused on the comparison between teacher feedback and peer feedback. The results of these studies were different. There are three main categories: peer feedback has limited effects and could not apply to the second or foreign language learners; peer feedback has unique strengths and gains recognition from students; teacher feedback should be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。