Ó¢Óï×÷ÎÄÊÖ¶¯¡¢°ë×Ô¶¯¡¢×Ô¶¯ÆÀ¸ÄµÄЧ¹ûÑо¿

Chapter 1 General Introduction
1£®1 Introduction
1£®2 The importance of English as an international language
1£®3 Quantity vs£® quality£º A dilemma facing higher education
1£®3£®1 The lack of quality teaching resources
1£®3£®2 The efficiency of college English teaching
1£®3£®3 The application of English knowledge
1£®4 Problems in the teaching of English writing£º A skill perspective
1£®5 Problems in the teaching of English writing£º
A target perspective
1£®6 Accuracy vs£® fluency£º A balanced choice for feedback g
1£®6£®1 Impacts of efficient feedback for writing skills
1£®6£®2 Problems of efficient feedback in college English teaching
1£®7 Automated feedback approach£º A possible solution
1£®8 The focus of the current study
1£®8£®1 Research statement
1£®8£®2 Research questions
1£®9 Summary

Chapter 2 Literature Review
2£®1 Introduction
2£®2 Writing theories and principles
2£®2£®1 A historical perspective£º From Aristotle to the present
2£®2£®2 A global perspective£º From the process method to the post-methodology
2£®2£®3 A local perspective£º From English thinking to error correcting - A survey from 40 universities in China
2£®3 Studies of written corrective feedback
¡­¡­

Chapter 3 Experimental Design
Chapter 4 Data Categorization and Collection
Chapter 5 General Performance lmprovement
Chapter 6 Performance Differences Within Feedback Groups
Chapter 7 Performance Differences Between Feedback Groups
Chapter 8 Performance Differences Within Level Groups
Chapter 9 Performance Differences Between Level Groups
Chapter 10 Emotion£¬ Attitude and Self-evaluation Correlation
Chapter 11 Academic Record Correlation
Chapter 12 Discussion and Conclusion

Bibliography
Acknowledgements
Appendixes