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Writing,as one of the five major language skills,is an important expressive skill.English writing is the key and difficult point of English learning for senior high schoolstudents.Shanxi Province has adopted the new National College Entrance Examinationpaper since 2023,emphasizing the cultivation of students’core competence in Englishsubjects.The score of English writing is taking an increasing proportion in the English test.It can be seen that the requirements for students’written English expression areincreasingly high in the current era.

Beyond that,National English Curriculum Standards for General Senior HighSchool(2017 Edition)(hereinafter referred to as the curriculum standards)contains adescription as follows:“Teaching evaluation is an important part of English curriculum.Its purpose is to promote English learning,improve English teaching,perfect curriculumdesign,and monitor academic quality.A scientific evaluation system is an importantguarantee for the realization of curriculum objectives.It is very important to adoptscientific and reasonable evaluation methods to effectively monitor the teaching processand timely detect the teaching effect.”Through evaluation,students can constantlyexperience progress,recognize themselves,and build confidence in the process of Englishlearning,so as to promote the comprehensive development of students’core competencein English.In summary,the curriculum standards constantly emphasize that writingAssessment should be dynamic,interactive,diverse and developmental.It is hoped that inthe process of writing teaching,teachers not only focus on the teaching itself,but also onthe evaluation,so as to achieve a harmonious unity of teaching process and evaluationprocess.

1.2 Research purpose

Based on the research background,this study introduces the Dynamic AssessmentTheory,integrates evaluation and teaching process,and tries to establish a multi-feedbackmode combining self-feedback,peer feedback and teacher feedback in senior high schoolEnglish writing teaching,so as to stimulate students’writing motivation,cultivate students’good learning and thinking habits,and improve their writing achievements and writingautonomy.Combined with the advantages of different feedback modes,the multi-feedbackmode can provide guidance for practical writing teaching and front-line teachers.Themain purposes of this study can be generalized into the following three aspects.

Firstly,this study aims to creatively construct a multi-feedback mode combiningself-feedback,peer feedback and teacher feedback in senior high school English writingteaching.

Secondly,this study is intended to explore the effects of the multi-feedback mode on the writing achievements of senior high school students.

Thirdly,this study also aims to examine the effects of the multi-feedback mode onthe writing autonomy of senior high school students.

Chapter Two Literature Review

2.1 Key terms

This part mainly introduces the core concepts of this study,including feedback,multiple feedback,and writing autonomy.

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