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本文是一篇英语论文写作笔记，本研究以广东省某市一学校中两个平行班共85名初中生为研究对象，并将其随机分为实验班和控制班，开展为期一个学期的准实验研究。实验班采用多重反馈引导学生参与反馈环节，控制班则使用传统的教师反馈对学生的写作进行反馈。此外，本研究借助于测试、问卷调查、访谈等研究工具对相关数据进行收集，随后对该数据进行分析与讨论得出本文的研究结论。

Chapter One Introduction

1.1 Background of the Study

As is known that writing serves as a relatively difficult skill for English learners toacquire among the four fundamental English skills,inclusive of listening,speaking,reading,and writing as well.Writing is not only considered a significant tool to make an indication ofstudents’English comprehensive abilities but also one of the indispensable scales of Englishteaching quality and effect.For a long time,it has always been the sticking point for Englishlearners to make a promotion and for English teachers to cultivate their students to getadvancement.At present,Education for all-around development and reform of Englishteaching is continuously carried forward by our government,thus,a more rigorousrequirement for students’writing performance is presented.In accordance with EnglishCurriculum Standard for Compulsory Education(2022),students in junior high school will beable to make written adaptations to the content of the text they read,collect and preparematerials on the basis of the writing requirements,and then draft independently,revise andcomplete the composition,give a simple explanation for the given chart or the picture createdby themselves,describe and introduce people and things around their study and life in writtenEnglish,and express their feelings,attitudes,and opinions towards related topics,usecommon conjunctions to ensure the logical order and relationship,connect information andmake coherent meaning in written expressions,correct themselves to communicate properlyand effectively(Ministry of Education,2022).Furthermore,according to the current nationaleducational reform policy,hierarchical requirements for English writing performance ofjunior high school students have been put forward and feedback has been taken as an essentialprocess to develop students’writing performance.

1.2 Objectives of the Study

It is understood that English writing,a crucial part of language output,has attracted theeyeballs of countless scholars and teachers.However,facing heavy teaching tasks andpressure,middle school English teachers are more likely to find that it is a challenging workto effectively offer feedback to students’compositions in time.And teachers and studentsdon’t attach great importance to feedback which is taken as an essential step in writing,andthus it inevitably results in the fact that students make the same mistakes repetitively withoutnotice(Huang,2020).Given the current situation of junior high school English writingteaching,namely,the due status of feedback has neither been taken seriously nor its role.Feedback from teachers is treated as the only primary way,while self and peer feedback arenot properly applied,let alone multi-feedback that incorporates three kinds of feedback,which are self feedback,peer feedback,and teacher feedback,thus,the thesis tends to bringthe role of feedback into play by putting multi-feedback into use in a junior high school,forthe purpose of exploring students’attitudes towards this model,and its impact exerted onstudents’writing performance,including content,language,and structure,and comprehensivewriting performance.Talking about the i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。