第一章 引言 1.1 Research background 1.2 Objectives of the research 1.3 Research questions 1.4 Significance of the research 1.5 An overview of chapters 第二章 國內(nèi)外英語寫作教師反饋信息研究綜述 2.1 Introduction 2.2 Definitions of feedback 2.3 Multi-perspectives on feedback 2.4 Types of feedback in English writing learning 2.5 Roles of feedback in English writing learning 2.6 Multiple views on teacher written feedback 2.7 Previous studies of teacher written feedback 2.7.1 A framework for reviewing feedback studies 2.7.2 Feedback studies in L1 context 2.7.3 Feedback studies in L2/FL context 2.7.4 Feedback studies in the Chinese EFL writing learning context 2.8 Summary 第三章 理論框架 3.1 Introduction 3.2 Relevant theories 3.2.1 Social learning theories 3.2.1.1 Lave & Wenger's Community of Practice theory44 3.2.1.2 Vygotsky's Zone of Proximal Development 3.2.2 SLA theories 3.2.2.1 Selinker's Interlanguage theory 3.2.2.2 Krashen's Input Hypothesis 3.2.2.3 Krashen's Interaction Hypothesis 3.3 A working model for the current research 3.4 Efficiency of feedback 3.5 Summary 第四章 研究設(shè)計(jì)與方法 4.1 Issues to be addressed 4.2 General introduction to the whole project 4.2.1 Preliminary study 4.2.2 Main study 4.3 Summary 第五章 前期研究 5.1 Methods & procedures 5.2 Data collection 5.2.1 Data source 5.2.2 Data types 5.3 Data analysis 5.3.1 Data sorting 5.3.1.1 Principles & procedures 5.3.1.2 Teacher feedback on students' writing 5.3.1.3 Errors in students' writing 5.3.2 Data analysis 5.3.2.1 Analytical analyses of teacher feedback 5.3.2.2 Error analysis 5.3.2.3 Stabilizations in Chinese EFL learners' writing- 5.4 Summary 第六章 主要研究 6.1 Research hypotheses 6.2 Methods & procedures 6.3 Subjects 6.4 Settings 6.5 Data collection 6.5.1 Students' texts 6.5.2 Electronic feedback 6.5.3 Students' revisions 6.5.4 A questionnaire survey 6.5.5 Students' responses to feedback 6.5.6 The writing instructor's evaluation of feedback 6.6 Data analysis 6.6.1 Analyzing the quality of students' texts 6.6.1.1 Analyzing structural organization 6.6.1.2 Analyzing range of vocabulary 6.6.2 Analyzing students' revisions 6.6.3 Analyzing questionnaire data 6.6.4 Analyzing students' responses to feedback 6.6.5 Analyzing the writing instructor's evaluation of feedback 6.7 Summary 第七章 研究結(jié)果與分析 7.1 Introduction 7.2 Impacts of the e-feedback 7.2.1 Impacts on students' general writing ability 7.2.1.1 Analysis of structural organization 7.2.1.2 Analysis of diversity of vocabulary 7.2.2 Impacts on students' writing performance 7.2.3 Analysis of students' revisions 7.2.4 Students' responses to feedback 7.2.4.1 Students' attitudinal evaluation of feedback 7.2.4.2 Students' performance evaluation of feedback 7.2.5 The instructor's evaluation of feedback 7.2.6 Summary 7.3 New types of teacher & student relationships 7.3.1 New teacher identity & roles 7.3.2 New student identity & roles 7.4 A suggested model for Chinese EFL writing teachers 7.4.1 Focuses of feedback 7.4.2 Forms of feedback 7.4.3 Functions of feedback 7.5 Summary 第八章 結(jié)論與啟迪 8.1 Summary of major findings 8.2 Research products 8.2.1 A corpus of teacher feedback 8.2.2 E-feedback to stabilizations in Chinese EFL learners' writing 8.3 Limitations of the current research 8.4 Implications for Chinese EFL writing instructions 8.5 Conclusion Bibliography Acknowledgements Appendix A: Examples of E-feedback Appendix B:Questionnaires Appendix C: Students' Responses to Feedback
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