本文是一篇英语论文，本文研究结果为初中英语写作教学提供了以下启示。首先，英语教师要以学生为中心，实施自我反馈和同伴反馈，让学生投入到写作学习。其次，教师需要引导学生合理使用机器反馈，进行正确的修改。最后，教师要提供教师支持，通过口头反馈和书面反馈帮助学生完善写作。
Chapter One Introduction
1.1 Research Background
Scholars and teachers have paid more and more attention to students’learningprocess and students’learning engagement has attracted their interest.EnglishCurriculum Standards for Compulsory Education(2022-year Edition)proposed toevaluate students’interest and engagement in classroom activities.Learningengagement refers to students’psychological activity and behavioral effort in thelearning process,composed of three basic factors:behavioral engagement,cognitiveengagement and emotional engagement(Kong,2003:81).If students listen carefullyand participate in various activities actively in the learning process,use variousstrategies on their own initiative,and create positive emotions,their learning effectcan be effectively guaranteed.However,some junior high school students are notfully engaged in English learning.In terms of emotional engagement,some have astrong sense of boredom,anxiety and loneliness.In view of behavioral engagement,they do not actively participate in activities,and seldom spend time in learningEnglish after class.From the perspective of cognitive engagement,some studentsdon’t know how to take notes and make learning plans,and are not so good at deepthinking(Li,2017).Many students are not involved in English learning behaviorally,emotionally and cognitively,which not only is inconducive to the increase of scores,but also goes against the cultivation of core qualities.
1.2 Research Purposes
Writing,as a productive language skill,reflects English comprehensiveapplication ability.Learning engagement shows the behavioral and psychologicalstate of students in the learning process and is a predictor of their academicachievements.Therefore,teachers need to ensure students’learning engagement inthe process of writing learning.At present,there exists a problem that junior highschool students lack learning engagement in the English writing class,which leads tothe low effect of writing learning.It has been confirmed that multiple feedback is animportant factor for high learning engagement.Thus,the purpose of this study is toexplore how to build a multiple feedback framework to promote junior high schoolstudents’learning engagement in English writing.To be more specific,for one thing,the study aims to construct a workable multiple feedback framework including self-feedback,peer feedback,automated feedback and teacher feedback;for another,it hasthe goal of improving student engagement in English writing learning.
Chapter Two Literature Review
2.1 Studies on Feedback
This part consists of the definition of feedback,the type of feedback,four kindsof single feedback modes including self-feedback,peer feedback,automated feedbackand teacher feedback,and studies on multiple feedback at home and abroad.
2.1.1 Definition of feedback
In second language learning,feedback refers to the evaluative information givento learners on their speech acts(Lin,2010:40).Keh(1990)defined writing feedbackas the input of readers to the author,and its effect is to provide information to theauthor for revision.In other words,feedback is the comments,questions andsuggestions put forward to the author,so as to generate the articles based on thereaders rather than the articles based on the authors.He believed that throughfeedback,the authors can know whether their writing intention is accuratelytransmitted to readers through the lexical grammar,structural organization andideological content of the article.
2.1.2 Classification of feedback
Lin(2010:40)classified feedback into several types.The sources of feedbackinclude teacher,peer,automated writing evaluation system and writer.According tothe nature of feedback,it can be divided into positive and negative.The purposes offeedback consist of paying attention to language meaning and language form.Thefeedback form is categorized into direct a
