Chapter 1 Introduction 1.1 Research Background 1.2 Research Questions 1.3 Significance of the Study Chapter 2 Literature Review 2.1 Theoretical Framework 2.2 Relevant Studies 2.2.1 The Efficacy of Grammar Correction 2.2.2 Feedback Focus 2.2.3 Feedback Strategy 2.2.4 Error Type 2.3 Methodological Problems in Previous Studies 2.3.1 Problems with Artificially Setting up Experiment and Control Groups 2.3.2 Problems with Focusing on One Dimension of the Feedback Issue 2.4 A Possible Solution: Multi-Dimensional Interactive Analysis Chapter 3 Research Design and Methodology 3.1 Research Design 3.1.1 Participants 3.1.2 Procedures 3.1.2.1 Grading of the First and Revised Drafts 3.1.2.2 Delivering Teacher Feedback & Collecting Revised Drafts 3.1.3 Coding of Teacher Feedback: An Analytic Model 3.1.3.1 Feedback Strategy: Explicitness 3.1.3.2 Feedback Focus & Error Type 3.1.3.3 Student Revision Ratings 3.2 Research Methodology 3.2.1 Theoretical Conceptualization of Multi- Dimensional Interaction 3.2.2 Statistical Methods of Multi-Dimensional Interaction 3.2.2.1 Full Factorial Variance 3.2.2.2 Multiple Comparisons: Games-Howell 3.3 Summary Chapter 4 Results and Analysis 4.1 Effectiveness of Teacher Feedback 4.1.1 Descriptive Statistics and Reliability 4.1.2 Paired Samples T-test 4.2 Analysis of Three Factors: Feedback Strategy, Feedback Focus, and Their Interaction 4.2.1 Full Factorial Variance Analysis 4.2.2 ANOVA and Multiple Comparisons of Feedback Strategy 4.2.3 ANOVA and Multiple Comparisons of Feedback Focus 4.2.4 Interaction between Feedback Focus and Feedback Strategy 4.2.4.1 Definition of a New Interaction Variable 4.2.4.2 ANOVA Analysis 4.2.4.3 Results of Multiple Comparisons and Analysis 4.2.5 Multiple Linear Regression Analysis 4.3 FeedbackStrategy and Error Type 4.3.1 Feedback Strategy and Language Error Type 4.3.1.1 Full Factorial Variance Analysis 4.3.1.2 The Interaction of Language Error Type and Feedback Strategy 4.3.1.3 Multiple Linear Regression Analys 4.3.2 Feedback Strategy and Content Error Type 4.3.3 Feedback Strategy and Structure Error Type 4.4 Results and Analysis of the Questionnaire 4.4.1 Students’ Perceptions of the Difficulties of Error Types 4.4.2 Students’ Perception of the Helpfulness of Teacher Feedback 4.4.3 Students’ Perception of Feedback Focus and Feedback Strategy 4.4.4 Students Revision Strategies Chapter 5 Discussion and Conclusion 5.1 Major Findings 5.2 Implications 5.2.1 Pedagogical Implications 5.2.2 Methodological Implications 5.2.2.1 Experiment Design Method 5.2.2.2 Use of Multi-dimensional Interaction Method 5.3 Limitations and Suggestions for Future Research References Appendices Appendix Ⅰ Writing Rubrics Appendix Ⅱ Language Error Codes Appendix Ⅲ Classification of Error Types with Some Examples Appendix Ⅳ Coding of Teacher Feedback and Student Revision Rating Appendix Ⅴ A Sample First Draft with Teacher Feedback, and Second Draft Appendix Ⅵ 中国大学英语写作修改过程调查问卷
