王娜编著的《英语写作反馈信息有效性研究》共8章。第l章为引言，介绍了研究背景、问题、目的、意义和本书结构；第2章为文献综述，对反馈的定义、反馈的多元视角、英语写作反馈类型和作用、教师书面反馈的多元观点、教师书面反馈的功能加以文献梳理，并建立一个包括六个参数的文献综述框架，从英语为母语的写作教学语境、二语／外语写作教学语境和中国英语写作教学语境中的反馈研究三个方面对相关研究进行了回顾和总结；第3章为理论框架，首先介绍了相关理论，包括社会学习理论、二语习得理论，以及采用跨学科的视角，介绍了牛津大学Graham Gibbs教授提出的为理科学生书面作业提供反馈的原则；其次，基于这些理论为本研究建立了一个理论模型以及反馈信息有效性原则；第4章为研究设计与研究方法；第5章为前期研究，包括研究方法、数据收集、分析、结果；第6章为主要研究，包括研究假设、研究方法与过程、研究对象、主要研究背景、数据收集、整理、分析、结果；第7章为研究结果与分析。通过分析学生作文篇章结构与词汇使用，考察教师电子书面反馈信息对学生写作能力的影响；第8章为结论和启示，总结了研究的成果并讨论了这些结果对中国英语学习语境中写作教学的启示。

第一章 引言

 1.1 Research background

 1.2 Objectives of the research

 1.3 Research questions

 1.4 Significance of the research

 1.5 An overview of chapters

第二章 国内外英语写作教师反馈信息研究综述

 2.1 Introduction

 2.2 Definitions of feedback

 2.3 Multi-perspectives on feedback

 2.4 Types of feedback in English writing learning

 2.5 Roles of feedback in English writing learning

 2.6 Multiple views on teacher written feedback

 2.7 Previous studies of teacher written feedback

2.7.1 A framework for reviewing feedback studies

2.7.2 Feedback studies in L1 context

2.7.3 Feedback studies in L2/FL context

2.7.4 Feedback studies in the Chinese EFL writing learning context

 2.8 Summary

第三章 理论框架

 3.1 Introduction

 3.2 Relevant theories

3.2.1 Social learning theories

 3.2.1.1 Lave & Wenger's Community of Practice theory44

 3.2.1.2 Vygotsky's Zone of Proximal Development

3.2.2 SLA theories

 3.2.2.1 Selinker's Interlanguage theory

 3.2.2.2 Krashen's Input Hypothesis

 3.2.2.3 Krashen's Interaction Hypothesis

 3.3 A working model for the current research

 3.4 Efficiency of feedback

 3.5 Summary

第四章 研究设计与方法

 4.1 Issues to be addressed

 4.2 General introduction to the whole project

  4.2.1 Preliminary study

4.2.2 Main study

 4.3 Summary

第五章 前期研究

 5.1 Methods & procedures

 5.2 Data collection

5.2.1 Data source

5.2.2 Data types

 5.3 Data analysis

5.3.1 Data sorting

 5.3.1.1 Principles & procedures

 5.3.1.2 Teacher feedback on students' writing

 5.3.1.3 Errors in students' writing

5.3.2 Data analysis

 5.3.2.1 Analytical analyses of teacher feedback

 5.3.2.2 Error analysis

 5.3.2.3 Stabilizations in Chinese EFL learners' writing-

 5.4 Summary

第六章 主要研究

 6.1 Research hypotheses

 6.2 Methods & procedures

 6.3 Subjects

 6.4 Settings

 6.5 Data collection

6.5.1 Students' texts

6.5.2 Electronic feedback

6.5.3 Students' revisions

6.5.4 A questionnaire survey

6.5.5 Students' responses to feedback

6.5.6 The writing instructor's evaluation of feedback

 6.6 Data analysis

6.6.1 Analyzing the quality of students' texts

 6.6.1.1 Analyzing structural organization

 6.6.1.2 Analyzing range of vocabulary

6.6.2 Analyzing students' revisions

6.6.3 Analyzing questionnaire data

6.6.4 Analyzing students' responses to feedback

6.6.5 Analyzing the writing instructor's evaluation of feedback

 6.7 Summary

第七章 研究结果与分析

 7.1 Introduction

 7.2 Impacts of the e-feedback

7.2.1 Impacts on students' general writing ability

 7.2.1.1 Analysis of structural organization

 7.2.1.2 Analysis of diversity of vocabulary

7.2.2 Impacts on students' writing performance

7.2.3 Analysis of students' revisions

7.2.4 Students' responses to feedback

7.2.4.1 Students' attitudinal evaluation of feedback

7.2.4.2 Students' performance evaluation of feedback

7.2.5 The instructor's evaluation of feedback

7.2.6 Summary

 7.3 New types of teacher & student relationships

7.3.1 New teacher identity & roles

7.3.2 New student identity & roles

 7.4 A suggested model for Chinese EFL writing teachers

7.4.1 Focuses of feedback

7.4.2 Forms of feedback

7.4.3 Functions of feedback

 7.5 Summary

第八章 结论与启迪

 8.1 Summary of major findings

 8.2 Research products

8.2.1 A corpus of teacher feedback

8.2.2 E-feedback to stabilizations in Chinese EFL learners' writing

 8.3 Limitations of the current research

 8.4 Implications for Chinese EFL writing instructions

 8.5 Conclusion

Bibliography

Acknowledgements

Appendix A: Examples of E-feedback

Appendix B:Questionnaires

Appendix C: Students' Responses to Feedback