Abstract
Amid the ongoing new curriculum reform in China and the evolving landscape of English writing evaluation methods and teaching philosophies, the feedback approach for writing is undergoing continuous refinement, moving towards a multi-feedback model. This paper, drawing from the principles of social cognitive theory, dynamic assessment theory, and self-regulated learning theory, delves into the relevant literature concerning multi-feedback modes in English writing instruction. It examines the practical significance of employing multi-feedback techniques and offers fresh insights into their application in English writing education. Educators are encouraged to experiment with diverse approaches to English writing feedback, empowering students to take a leading role in the process, and fostering the development of students' core literacy skills.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
