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本文是一篇英语论文写作要求范文，本研究研究结果表明：（1）高中生英语写作反馈素养处于中等以上水平。具体到各个维度来看，欣赏反馈维度处于较高水平，认可不同反馈来源、管理情感和采取行动三个维度处于中等水平，知晓反馈知识和做出判断两个维度水平较低。

Chapter 1 Introduction

1.1 Research Background

The English Curriculum Standards for Ordinary Senior High Schools(2017 editionrevised in 2020)states that the English curriculum for general senior high schoolsshould establish a curriculum evaluation system that takes students as the main bodyand promotes their comprehensive development,which is consistent with theconnotation of feedback literacy.Senior high school students are in the adolescent stage,and it is high time to cultivate students’self-management and self-evaluation.Assessment should focus on students’learning and development of basic Englishliteracy,use a variety of assessment methods combining formative and summativeassessment,emphasize the stimulating effect of assessment on learning,pay attention tothe elements of emotions,attitudes,and values expressed by students in the process oflearning English,and guide students to learn how to monitor and adjust their Englishlearning objectives,styles and processes.Feedback has always been considered acrucial role of L2 writing instruction and its importance has been widely recognized byL2 researchers.Students’ability to give feedback on their writing is part of theirdisciplinary core literacy,and it is also a guarantee for teachers to grasp the learningsituation,meet students’diversified needs and promote their general development.

Hattie et al.(2007)stated that feedback is a kind of information given by a subject(e.g.,teacher,peers,books,experiences,parents,etc.)about an individual’s performanceor understanding,and student feedback literacy leads to the ability of students to obtain,understand,assimilate,and utilize the feedback in future activities.Student writingfeedback literacy refers to the ability of students to assess and use feedback as well asself-regulate their cognitive and affective responses during writing activities(Carless&Boud,2018;Chong,2020;Molloy,Boud&Henderson,2020).

1.2 Research Purpose

This study aims to find out the status quo of students’feedback literacy in EFLwriting among senior high school students based on the theoretical discussion of theconnotation and modeling of feedback literacy by previous researchers,based on thesecond language writing feedback literacy scale developed by Yu et al.(2022),andcombined with classroom observation and student interview.

Firstly,this study aims to adopt a mixed method of quantitative and qualitativeresearch to gain an in-depth understanding of the status quo of high school students’feedback literacy in EFL writing in general and the differences between students ofdifferent proficiency levels,in order to arouse the attention of high school students tothe importance of improving their EFL writing skills.

Secondly,this study aims to explore what are the difference in writing feedbackliteracy among students with different English proficiency,and explore thecountermeasures to improve high school students’English writing feedback literacy.Ithelps students to continuously clarify the importance of participating in feedback,andencourages them to actively participate in feedback to improve their feedback skills and writing competence.

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