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2.1 Definitions of Key Concepts

The definition of feedback literacy and students feedback literacy in EFL writingwill be discussed in the paper.

2.1.1 Definition of Feedback and Feedback Literacy

Feedback can be defined as the information provided to learners after instruction.Since the 1990s,feedback has been a topical research topic in the field of foreignlanguage teaching.Research has focused on teacher feedback,peer feedback,feedbackmodels,and feedback effectiveness and its influencing factors(Lee 2017;Yang Jingqing1996;Yang Miao 2006;Yang Lijuan,Yang Manjun and Zhang Yang 2013).Feedback isa type of information and data that is intended to send back information about theachievement of a learning task in order to improve and enhance student learning.Forexample,Hattie and Timperley(2007)define feedback as Feedback is informationabout an individual’s performance or understanding given by a subject(e.g.,teacher,peers,books,experiences,parents,etc.),and as such feedback is the result ofperformance.

Teacher feedback is not only a part of effective language input for learners,but italso improves effective language output for learners(Chaudron 1988).According toButler and Winne(1995),feedback is a process of teaching in which the teachercompares students’current academic performance with the instructional objectives andprovides feedback.Students use feedback to improve,change,or reconstruct their bodyof knowledge.With the increasing understanding,the connotation of feedback hasexpanded from external to internal feedback.For example,constructivism holds thatstudents are active constructors of knowledge and are able to use external and internalfeedback to regulate their own learning process.

2.2 Overview of the Related Theory

This study is mainly based on Activity theory,Second Language Writing FeedbackSystem Model and Affective Filter Hypothesis to examine the general status of highschool students’feedback literacy in EFL writing classroom.

2.2.1 Activity Theory

The activity theory builds upon Vygotsky’s concept of mediation(1978)andexpands through a model of socio-cultural analysis pioneered by numerous scholars.Central to this theory is the belief that humans interact with their environment throughmediating instruments,and they not only reshape human activities,but also influencepsychological development when internalized by individuals(Gao Yan 2008).Engeström’s(1987)triangular model of activity system is a pivotal contribution.Thistheory highlights the importance of interaction in language learning and underscores themediating role of language and other symbols in facilitating students’cognitivedevelopment in social,historical and cultural contexts.It argues that throughparticipation in goal-oriented social activities,humans construct knowledge andenhance their cognitive capabilities.

Scholars abroad have applied activity theory to second language writing teaching,examining its implementation and implications.Grounded by activity theory,Huh et al.(2018)examined goals for writing that students developed in literature-reading-writingtasks.Using multiple case study design,Huh et al.(2018)investigated the goals thatfour EFL college students expressed about their writing development related to theirone-semester literature-reading-writing experiences.They also examined how goalsdet本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。