摘要如何通过有效反馈机制提高学生外语写作水平是世界范围内外语教师与研究者关注的焦点之一。目前中国大学英语写作教学中普遍存在的教学与评价反馈方式相脱节，导致学生英语写作学习效果不佳，本文针对此问题，根据社会学习理论和“促学评价”理论，现有教育技术，以及研究者的教学实践经验，提出了多元反馈机制。本文的主要研究问题是多元反馈机制对学生写作行为和观念的影响研究。主要实现方式包括以下三个方面：1）通过分析学生反思报告，问卷调查结果，学生集体访谈等数据，探求多元反馈机制对学生写作学习观念的影响；2）通过学生写作文本修改分析，人工评分及机器评分，研究多元反馈机制对学生写作行为的影响；3）探究各种影响因素对多元反馈机制各个组成部分如何协同促进学生英语写作进步。本文在研究方法上突破了短期纯实验研究环境，采用历时一学期的课堂实际教学跟踪观察方式，对25名非英语专业本科生在多元反馈机制影响下的英语写作学习情况进行研究。采取多种视角收集多种数据，对主要研究问题进行三角验证，其中包括学期初和学期末的英语写作测试、学生三个写作任务的不同稿件文本、自我反思报告、学生问卷、师生访谈和研究者课堂观察等。研究结果显示：通过将多元反馈机制引入中国大学英语写作教学，促进了学生的写作过程化学习，显著提高了学生学习写作的能动性，同时学生写作文本质量明显上升，从而提高了大学英语写作教学质量。本项研究的主要贡献归纳为以下四点：第一，提出了英语写作多元反馈机制；第二，学生对多元反馈机制持肯定态度，认为能够帮助他们不断提高写作能力，并且促进师生和生生社团学习和交流，营造和谐课堂气氛，建立了新型师生关系；第三，证明了英语写作多元反馈机制对学生英语写作学习的促进作用，改善了学生写作行为，促进重写、改写，提高了学生的写作能力；第四，丰富了中国英语学习语境中写作反馈方面的研究。在将来的研究中，可采用个案研究方法，深层挖掘不同个体在多元反馈机制影响下的英语写作学习情况。总而言之，在“促学评价”框架下的多元反馈机制对于英语写作学习与教学有一定的启发意义，并提出了对学生、教师和师职培训工作者的相关建议和将来相关研究方向。关键词：多元反馈机制；促学评价；英语写作行为；观念

In order to address the incoherence between a process writing approach to the teaching and a summative assessment approach through a one-shot feedback procedure, this dissertationprovides a broad understanding of how the integrated feedback approach exploited for Assessment for learningis operationalized in an English writing course over one semester.The central concern in this research is to explore how the integrated feedback approach influences EFL writers’ learning how to write. More specifically, it focuses on how the integrated feedback approach influences EFL writers’ perceptions of writing learning and their writing performance. In order to achieve the above objective, the current research will focus on the following three specific purposes: 1) to investigate to what extent and how the integrated feedback approach exploited for AfL purpose had effects on learners’ perceptions of English writing learning; 2) to examine to what extent and how the integrated feedback approach exploited for AfL purpose had effects on learners’writing performance; 3) to explore the factors that influenced the implementation of the integrated feedback approach.In view of the research issue,a mixed-method research design in a longitudinal manner wasemployed. 25 participating students were involved in the research over one semesterin a natural classroom setting. The study was conductedwith a triangulation of data collection and analysis.Multiple sources of data included pre-and post-course writing tests, student writing samples, feedback from different feedback processes including AWE feedback, peer feedback, and teacher feedback,analysis of text revision,reflective journals, student questionaires, student and instructor interviews, and researchers’classroom observation.First of all, the data suggests that students’ quality and mechanics of writing improved significantly over one semester after having gone through the integrated feedback circles to the writing tasks of different genres within the course. Secondly, the impact of teacher, peer and AWE feedback is different within the integrated approach. Students value teacher feedback more highly than peer feedback and AWE feedback but acknowledge the importance of peer feedback and convenience and rapidity of AWE feedback. Peer feedback and AWE feedback, though it had less impact than teacher feedback, does lead to indirect improvements and appears to encourage student autonomy, so it can be seen as a useful adjunct to teacher feedback. Thirdly, by analyzing students’ perceptions of the integrated feedback approach, extended the positive impact of the different feedback processes on students’ writing performance have been reinforced by the effective instructional supportive strategires such as general evaluative report, peer review presentation and sample pieces sharing employed by the participating instructor. Fourthly, self-reflection is a necessary process to internalize the feedback from other three distinct feedback processes.New roles of teachers and students enacted by the integrated feedback approach were discussed, constructed and established.The contribution of the current research can be summarized as follws: 1)an integrated feedback approach was put forward; 2) by analysis of their perceptions of writing learning, the participating students responded satisfactorily to the integrated feedback research and self-reported their writing progress and writing and revising behaviers changes; 3) by analysis of their writing performance, the participating students’ writing qualities not only improved in course-related performance but also in task-related performance; 4) the research enriched feedback research in English writing instruction in the tertiary context of Mainland China.