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mpact on teachers in junior high school,multi-feedback will be beneficial for them to improve the teaching design of writing,such asthe arrangement of writing tasks,the way of students cooperate,and the management ofstudents’independent writing and writing feedback as well.In addition,multi-feedback issupposed to present a practical,effective teaching method and provide valuable teachingexperience for teachers so as to promote the overall quality of traditional English writingteaching.In the end,it is hoped that multi-feedback will be helpful for students in thefollowing aspects,for example,providing a guiding hand for students to make better composition revisions,make progress in their writing performance,as well as giving animpetus to enhance their interest and engagement in learning.

Chapter Two Literature Review

2.1 Brief Introduction to Feedback

This part aims to present detailed information on feedback,which mainly comprises thefollowing aspects:first,definitions of feedback,second,classifications of feedback,and lastthe definition of multi-feedback implemented in the study.

2.1.1 Definitions of Feedback

In the writing teaching course,feedback is well recognized as an indispensable linkwhose definition can be originated early from the industrial revolution.Backed at that time,feedback was taken as a pivotal concept in cybernetics,with the original implication that thesystem produced information,then both returned the consequences of its action to the systemand exerted influence on the output function of the system.When speaking of the definition offeedback,Richards(2000)defines it as the information and comments offered by the teacheror other people in the Longman dictionary complied by him.Specific to writing teaching,it isproposed that feedback,the information given by the reader to the author,like comments,questions,etc.,brings great convenience to revising the article(Keh,1990).It is conducive tomaking improvements in the revision process,as well as boosting the cultivation of languageand reader awareness and study autonomy of learners,emphasizing writing skill promotion.Feedback is regarded by Ashwell(2000),on the basis of interactive theory,as all interactiveactivities from macroscopic aspects whose functions are to provide a strong impetus tolearning effects.In this respect,all people playing a participatory role during the interactivecourse establish a communicative bond with each other,hence,feedback is more likely to bereferred to as the communicators’response to information shared by others.Typically,evaluation and correction are well recognized as two significant parts of feedback(Zhang& Dai,2001).Only by reading,then noting the strengths and weakness of the composition,andthrowing out suggestions to it,can it be deemed as feedback in the true sense.As Carless(2016)describes that feedback serves as a dialogue process where learners grasp the meaningof information coming from different sources,then employ it to strengthen their work,alongwith learning strategies,stressing the relationship between the feedback process,put anotherway,feedback generation and its result,likely,education profit.

2.2 Researches at Home and Abroad

This session focuses on two aspects,which are,relevant researches on English writingteaching and the application of multi-feedback in English writing teaching.

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