ERIC Number: EJ1402729
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: EISSN-1469-297X
Exploring Chinese EFL Undergraduates' Academic Emotions in Giving and Receiving Peer Feedback on Writing
Zhu, Wenlei; Yu, Shulin; Zheng, Yao
Assessment & Evaluation in Higher Education, v48 n8 p1339-1355 2023
From a positive psychology perspective, this case study explores learners' academic emotions in giving and receiving peer feedback on second language writing and the possible influences of emotions on learners' uptake of peer feedback. The data were collected from five undergraduates at a Chinese university, including semi-structured interviews, stimulated recalls, peer feedback, students' essays and observation notes. Using content analysis, the study revealed 24 academic emotions, including positive, neutral and negative emotions. Positive emotions were found to improve the number and quality of revisions, whereas negative emotions could not necessarily impede learners' revision operations. The findings suggest the dynamic interplay among learners' positive emotions, positive characteristics and harmonious writing community.
Descriptors: Foreign Countries, Undergraduate Students, Student Attitudes, Emotional Response, Peer Evaluation, Feedback (Response), Writing Evaluation, Writing Attitudes
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A