University Students’ Emotions Toward Peer Feedback in Second Language Writing: A Scoping Review

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Abstract

In light of Pekrun's Control-Value Theory (CVT), this scoping review synthesized research on EFL learners' emotions towards peer feedback in L2 writing. It included peer-reviewed articles published between 2010 and June 14, 2024. A search of four databases (ERIC, Scopus, ProQuest, WoS) using specific keywords identified 1,573 articles, of which 17 met the inclusion criteria. The review found a predominance of qualitative methods and diverse data collection approaches, such as individual interviews and think-aloud protocols. Key factors influencing emotions included language proficiency, perceived value of feedback, feedback mode, focus, accuracy, and peer relationships, aligning with CVT. Emotions significantly impacted learning outcomes, with positive emotions enhancing engagement, feedback uptake, and writing competence, while negative emotions hindered these processes.

Authors

• Hetian Yu, Education University of Hong Kong

• Lan Yang, Education University of Hong Kong