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I. Introduction
Teachers&apos； written feedback is an important link and role in the process of college students&apos； writing and plays an important role in improving students&apos； writing ability and level. Some researchers point out that feedback does not reduce learners&apos； language errors， the reason is that students need long-term language input and language output activities to internalize language and grammar rules .
The others researchers point out that students hope that the teacher&apos；s written feedback will not only point out the problem of language use ， but also it will provide comments and suggestions on the content of the composition. In order to improve the effectiveness of the written feedback of Mongolian college students&apos； English writing teachers， this paper investigates the influence of teacher feedback on Mongolian college students&apos； English writing.
Ⅱ. Research Design
In this paper， English major Mongolian sophomore students are investigated by questionnaire and interview. In the course of investigation， students&apos； writing materials were collected and all the writings revised and evaluated by teachers.
Ⅲ. Interpretation of Result
Through the investigation of the present situation of the teachers&apos； written feedback in the writing teaching of Mongolian sophomore students， the following problems are found：The attitude of students towards English writing is not optimistic.
Both students and teachers are aware of the importance and significance of feedback in writing， and affirm that students&apos； compositions need to be revised. But in the students&apos； actual composition feedback found that the fact is not. In fact， more than half of the teachers have only made detailed corrections to one or two of these compositions， and the rest have written a date or a simple grade. Even if there are comments， they are also concise and general.
Most students like the teacher to help them correct the mistakes in their compositions， that is， direct feedback， because they are afraid that they can&apos；t correct their mistakes or correct them， but most students still do not object to indirect feedback. This motivates them to find out for themselves and develop a good habit of self-evaluation.
In writing teaching， teachers are supposed to regard the teachers’ feedback as an intermediate link instead of a final link. In the process of teaching writing， teachers generally give feedback before or after writing. And according to the function of feedback in the whole writing， teachers are expected to give feedback to students in the whole process of writing. When the students start writing， teachers usually save time to guide students to write. Research has shown that feedback can be given at any time while writing. When writers write， feedback can help solve some of the problems in their minds， and corrective feedback can encourage them to reassess their choices in the process of writing.In the process of students&apos； writing， teachers should take an active part in it and provide guidance feedback to students in time， instead of taking the student&apos；s first draft as a final draft and making a one-off arbitrary judgment.When given a topic， the teacher may ask the students to give a brief introduction to what is to be written， either orally or in writing， and give them some guidance on this basis. If this is done after class， teachers can organize a small meeting or summon some students to the office for individual guidance. During this period， teachers can point out the key mistakes in their writing and give suggestions. For teachers， it is not necessary to correct these mistakes completely. They can point out the main mistakes that students should pay attention to in their writing. If time permits， teachers can give students detailed feedback on the content of their compositions and the use of their language.
Ⅳ. Conclusion
The conclusions of this study are as follows：
Because of the Mongolian college students&apos； attitude towards English writing， they can not seriously modify the composition， and teachers&apos； feedback has little effect on the composition revision. More than a fifth of students like to ask their classmates or students to correct each other.Due to the heavy workload of teachers， it is a good way for teachers to supervise， guide and coordinate with each other in composition evaluation lectures. This can not only urge students to revise composition， but also reduce the burden on teachers.
Teachers should be well prepared before teaching， to list the overall strengths and weaknesses of students&apos； compositions.Nearly a third of the students are used to referring to the model text to modify the composition， so teachers should prepare several model articles for the students to revise against their own composition. The model text can be ready-made， or it can be an excellent work of the students. Teachers need to give more positive feedback to students&apos； English writing feedback in order to stimulate students&apos； English learning motivation. In the process of writing feedback， teachers should set up the idea of developmental evaluation， insist on the diversity of evaluation， and avoid pointing out students&apos； mistakes or giving only scores.
參考文献：
[1]教育部. 普通高中英语课程标准[M]. 北京：人民教育出版社， 2001：12-45.
[2]吴锦.英语写作教学新探――论写前阶段的可行性[J].外语教学与研究，2000（3）.
[3]蔡基刚.大学英语四、六级写作要求和评分标准对中国学生写作的影响[J]. 解放军外国语学院学报，2002（5）.
[4]王俊菊. 2006. 总体态度、反馈类型和纠错种类[J]. 国外外语教学， （3）： 24—30
[5]王林海，孙宁. 2007. 教师评语类型对学生作文修改类型的影响 [J]. 外语界.
[6] Hyland，F.The impact of teacher written feedback on individual writers[J].Journal of Second Language Writing，1998（7）.
[7] Cohen，A.D&M. Cavalcanti.1990.Feedback on written compositions：Teacher and student verbal reports[A].In B.Kroll（ed.）.Second Language Writing：Research Insights for the Classroom [C].Cambridge：Cambridge University Press.
Teachers&apos； written feedback is an important link and role in the process of college students&apos； writing and plays an important role in improving students&apos； writing ability and level. Some researchers point out that feedback does not reduce learners&apos； language errors， the reason is that students need long-term language input and language output activities to internalize language and grammar rules .
The others researchers point out that students hope that the teacher&apos；s written feedback will not only point out the problem of language use ， but also it will provide comments and suggestions on the content of the composition. In order to improve the effectiveness of the written feedback of Mongolian college students&apos； English writing teachers， this paper investigates the influence of teacher feedback on Mongolian college students&apos； English writing.
Ⅱ. Research Design
In this paper， English major Mongolian sophomore students are investigated by questionnaire and interview. In the course of investigation， students&apos； writing materials were collected and all the writings revised and evaluated by teachers.
Ⅲ. Interpretation of Result
Through the investigation of the present situation of the teachers&apos； written feedback in the writing teaching of Mongolian sophomore students， the following problems are found：The attitude of students towards English writing is not optimistic.
Both students and teachers are aware of the importance and significance of feedback in writing， and affirm that students&apos； compositions need to be revised. But in the students&apos； actual composition feedback found that the fact is not. In fact， more than half of the teachers have only made detailed corrections to one or two of these compositions， and the rest have written a date or a simple grade. Even if there are comments， they are also concise and general.
Most students like the teacher to help them correct the mistakes in their compositions， that is， direct feedback， because they are afraid that they can&apos；t correct their mistakes or correct them， but most students still do not object to indirect feedback. This motivates them to find out for themselves and develop a good habit of self-evaluation.
In writing teaching， teachers are supposed to regard the teachers’ feedback as an intermediate link instead of a final link. In the process of teaching writing， teachers generally give feedback before or after writing. And according to the function of feedback in the whole writing， teachers are expected to give feedback to students in the whole process of writing. When the students start writing， teachers usually save time to guide students to write. Research has shown that feedback can be given at any time while writing. When writers write， feedback can help solve some of the problems in their minds， and corrective feedback can encourage them to reassess their choices in the process of writing.In the process of students&apos； writing， teachers should take an active part in it and provide guidance feedback to students in time， instead of taking the student&apos；s first draft as a final draft and making a one-off arbitrary judgment.When given a topic， the teacher may ask the students to give a brief introduction to what is to be written， either orally or in writing， and give them some guidance on this basis. If this is done after class， teachers can organize a small meeting or summon some students to the office for individual guidance. During this period， teachers can point out the key mistakes in their writing and give suggestions. For teachers， it is not necessary to correct these mistakes completely. They can point out the main mistakes that students should pay attention to in their writing. If time permits， teachers can give students detailed feedback on the content of their compositions and the use of their language.
Ⅳ. Conclusion
The conclusions of this study are as follows：
Because of the Mongolian college students&apos； attitude towards English writing， they can not seriously modify the composition， and teachers&apos； feedback has little effect on the composition revision. More than a fifth of students like to ask their classmates or students to correct each other.Due to the heavy workload of teachers， it is a good way for teachers to supervise， guide and coordinate with each other in composition evaluation lectures. This can not only urge students to revise composition， but also reduce the burden on teachers.
Teachers should be well prepared before teaching， to list the overall strengths and weaknesses of students&apos； compositions.Nearly a third of the students are used to referring to the model text to modify the composition， so teachers should prepare several model articles for the students to revise against their own composition. The model text can be ready-made， or it can be an excellent work of the students. Teachers need to give more positive feedback to students&apos； English writing feedback in order to stimulate students&apos； English learning motivation. In the process of writing feedback， teachers should set up the idea of developmental evaluation， insist on the diversity of evaluation， and avoid pointing out students&apos； mistakes or giving only scores.
參考文献：
[1]教育部. 普通高中英语课程标准[M]. 北京：人民教育出版社， 2001：12-45.
[2]吴锦.英语写作教学新探――论写前阶段的可行性[J].外语教学与研究，2000（3）.
[3]蔡基刚.大学英语四、六级写作要求和评分标准对中国学生写作的影响[J]. 解放军外国语学院学报，2002（5）.
[4]王俊菊. 2006. 总体态度、反馈类型和纠错种类[J]. 国外外语教学， （3）： 24—30
[5]王林海，孙宁. 2007. 教师评语类型对学生作文修改类型的影响 [J]. 外语界.
[6] Hyland，F.The impact of teacher written feedback on individual writers[J].Journal of Second Language Writing，1998（7）.
[7] Cohen，A.D&M. Cavalcanti.1990.Feedback on written compositions：Teacher and student verbal reports[A].In B.Kroll（ed.）.Second Language Writing：Research Insights for the Classroom [C].Cambridge：Cambridge University Press.