吴炜所著《大学英语写作教学中教师反馈的多维交互研究(英文版)》旨在定量分析反馈策略、反馈焦点、错误类型这三个自变量，以及各个自变量之间的交互作用(采用多维交互方法进行研究)是否对学生作文修改有显著影响。

本书采用全因子方差、多重比较等统计方法，用SPSS 21对43名大学生英文习作的一稿和二稿、共计296条教师反馈，以及48份调查学生修改过程的问卷进行统计分析。

本书首创用多维交互方法研究教师反馈，为英语写作教师就如何有效地提供写作反馈提供实际的教学指导。

吴炜所著《大学英语写作教学中教师反馈的多维交互研究(英文版)》采用多维交互研究方法，定量研究大学英语写作教学中三个教师反馈自变量(反馈焦点、反馈策略、错误类型)以及它们之间的交互作用对学生修改作文效果的影响。研究结果表明针对不同方面的写作问题和错误类型，教师应该选择不同的反馈策略。本书系统介绍了教师反馈相关研究、多维交互研究方法，以及相关的统计分析方法，对从事外语写作教学的一线教师及相关研究的学者具有参考价值。

Chapter 1 Introduction

 1.1 Research Background

 1.2 Research Questions

 1.3 Significance of the Study

Chapter 2 Literature Review

 2.1 Theoretical Framework

 2.2 Relevant Studies

2.2.1 The Efficacy of Grammar Correction

2.2.2 Feedback Focus

2.2.3 Feedback Strategy

2.2.4 Error Type

 2.3 Methodological Problems in Previous Studies

2.3.1 Problems with Artificially Setting up Experiment and Control Groups

2.3.2 Problems with Focusing on One Dimension of the Feedback Issue

 2.4 A Possible Solution: Multi-Dimensional Interactive Analysis

Chapter 3 Research Design and Methodology

 3.1 Research Design

3.1.1 Participants

3.1.2 Procedures

 3.1.2.1 Grading of the First and Revised Drafts

 3.1.2.2 Delivering Teacher Feedback & Collecting Revised Drafts

3.1.3 Coding of Teacher Feedback: An Analytic Model

 3.1.3.1 Feedback Strategy: Explicitness

 3.1.3.2 Feedback Focus & Error Type

 3.1.3.3 Student Revision Ratings

 3.2 Research Methodology

3.2.1 Theoretical Conceptualization of Multi- Dimensional Interaction

3.2.2 Statistical Methods of Multi-Dimensional Interaction

 3.2.2.1 Full Factorial Variance

 3.2.2.2 Multiple Comparisons: Games-Howell

 3.3 Summary

Chapter 4 Results and Analysis

 4.1 Effectiveness of Teacher Feedback

4.1.1 Descriptive Statistics and Reliability

4.1.2 Paired Samples T-test

 4.2 Analysis of Three Factors: Feedback Strategy, Feedback Focus, and Their Interaction

4.2.1 Full Factorial Variance Analysis

4.2.2 ANOVA and Multiple Comparisons of Feedback Strategy

4.2.3 ANOVA and Multiple Comparisons of Feedback Focus

4.2.4 Interaction between Feedback Focus and Feedback Strategy

 4.2.4.1 Definition of a New Interaction Variable

 4.2.4.2 ANOVA Analysis

 4.2.4.3 Results of Multiple Comparisons and Analysis

4.2.5 Multiple Linear Regression Analysis

 4.3 FeedbackStrategy and Error Type

4.3.1 Feedback Strategy and Language Error Type

 4.3.1.1 Full Factorial Variance Analysis

 4.3.1.2 The Interaction of Language Error Type and Feedback Strategy

 4.3.1.3 Multiple Linear Regression Analys

4.3.2 Feedback Strategy and Content Error Type

4.3.3 Feedback Strategy and Structure Error Type

 4.4 Results and Analysis of the Questionnaire

4.4.1 Students’ Perceptions of the Difficulties of Error Types

4.4.2 Students’ Perception of the Helpfulness of Teacher Feedback

4.4.3 Students’ Perception of Feedback Focus and Feedback Strategy

4.4.4 Students Revision Strategies

Chapter 5 Discussion and Conclusion

 5.1 Major Findings

 5.2 Implications

5.2.1 Pedagogical Implications

5.2.2 Methodological Implications

 5.2.2.1 Experiment Design Method

 5.2.2.2 Use of Multi-dimensional Interaction Method

 5.3 Limitations and Suggestions for Future Research

References

Appendices

 Appendix Ⅰ Writing Rubrics

 Appendix Ⅱ Language Error Codes

 Appendix Ⅲ Classification of Error Types with Some Examples

 Appendix Ⅳ Coding of Teacher Feedback and Student Revision Rating

 Appendix Ⅴ A Sample First Draft with Teacher Feedback, and Second Draft

 Appendix Ⅵ 中国大学英语写作修改过程调查问卷