Understanding Chinese EFL Students’ Academic Emotions Toward Teacher Written Feedback in Second Language Academic Writing

The present study reports on a multiple-case study examining six Chinese English as a foreign language (EFL) students’ academic emotions toward teacher written feedback (TWF) in second language (L2) academic writing. Data gathered from a variety of sources, including documents, interviews, written texts with TWF, and think-aloud protocols, showed that a total of 17 types of academic emotions were evoked by TWF. These emotions were dynamic throughout the receiving feedback-revising process, mainly from negative ones to positive ones and then back to negative ones or neutral ones, which were impacted by several contextualized factors. Based on the findings, a model has been proposed to illustrate the relationships among the types of TWF, students’ academic emotions towards TWF, and their revision success.