Based on the analysis of the effectiveness of the traditional forms of feedback and study on the L2 writers anticipation of the ideal feedback,this paper endeavors to explore a new form of feedback,that is,annotation-based teacher feedback.

This dissertation presents the results of two studies that investigate the effects of teacher feedback, which means error feedback and teacher's comments on content and organization of students' writing, on the improvement of the accuracy, fluency, and complexity of Chinese EFL learners.

Therefore, it is important to investigate learners attitudes to teacher feedback in order to make clear whether their expectations are consistent with those of their teachers.

This study investigates successful teacher feedbacks in a Chinese EFL instructional context and its effect on Chinese EFL learner responses.

However, few of them have ever stepped into the application of politeness theory toteachers feedback in college English classroom teaching.