Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students' perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a semi-structured interview. An account of the development and implementation of the e-log is included in this paper. Using an interpretivist approach, we analysed students' emotional responses to feedback. The role of emotions in feedback and learning is studied from a socio-cultural perspective. Findings revealed students had a range of complex and dynamic emotional responses to feedback. Three case studies are presented to further explore this complexity. Students' emotions were associated with the self, information on feedback messages, or lack of familiarity with feedback practices. Emotions triggered by feedback influenced students' practices and construction of their new identity in the new academic environment.