| Acknowledgements | 第1-7页 |
| English abstract | 第7-9页 |
| 摘要 | 第9-10页 |
| 前言 | 第10-12页 |
| List of tables | 第12-13页 |
| Chapter 1 Introduction | 第13-17页 |
| ·Need for the Study | 第13-15页 |
| ·An Overview of the Thesis | 第15-17页 |
| Chapter 2 Literature Review | 第17-24页 |
| ·Theoretical background | 第17-18页 |
| ·Learner autonomy in foreign language learning | 第17-18页 |
| ·The process approach to writing | 第18页 |
| ·Forms of feedback encouraging learner autonomy | 第18-22页 |
| ·Significance of feedback | 第18-19页 |
| ·Peer feedback | 第19-20页 |
| ·Self-monitoring as a self-directed feedback | 第20-22页 |
| ·Significance of the present study | 第22-24页 |
| Chapter 3 Methodology | 第24-33页 |
| ·Research Questions | 第24页 |
| ·Research Design | 第24-33页 |
| ·The quantitative part | 第24-30页 |
| ·The qualitative part | 第30-33页 |
| Chapter 4 Results and Discussion | 第33-52页 |
| ·Can students be trained to use self-monitoring effectively? | 第33-35页 |
| ·Do students pay adequate attention to the global concerns? | 第33-34页 |
| ·Are students capable of specifying their intentions in making annotations? | 第34-35页 |
| ·What are students' attitudes towards self-monitoring? | 第35-44页 |
| ·Students' general views on self-monitoring | 第35-37页 |
| ·Students' perceptions of the benefits of self-monitoring | 第37-44页 |
| ·How do students actually monitor and is there disparity between their performances and perceptions? | 第44-48页 |
| ·How does self-monitoring have effect on students' standards of good writing? | 第48-51页 |
| ·What is the teacher's attitude towards self-monitoring? | 第51-52页 |
| Chapter 5 Conclusions and Implications | 第52-56页 |
| ·Major Findings | 第52-53页 |
| ·Pedagogical Implications | 第53-54页 |
| ·Limitations and Suggestions for Further Research | 第54-56页 |
| References | 第56-60页 |
| Appendix Ⅰ Checklist for making annotations | 第60-61页 |
| Appendix Ⅱ Questionnaire | 第61-63页 |
| Appendix Ⅲ Sample annotated compositions | 第63-67页 |
