Self-imposed pressure or joyful learning: emotions of Chinese as a foreign language learners in feedback on academic writing.

ABSTRACT: Although writing feedback is widely believed to elicit a range of emotions, studies on the emotional experiences of L2 students with this teaching and learning tool, as well as their regulation strategies, remain largely underexplored. Drawing on the analytical framework of academic emotions from the perspective of positive psychology, this study examines two Chinese as foreign language (CFL) students' emotional reactions to their teacher's oral and written feedback and their emotion regulation strategies. The main data includes interviews, retrospective oral reports, students' reflection journals, academic writings, and teacher feedback. The study found that feedback aroused students' academic achievement emotions, cognitive emotions, and social emotions across various dimensions of valen

SUBMITTER: Liu R 

PROVIDER: S-EPMC11771137 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature