Academic emotions in written corrective feedback situations

Journal of English for Academic Purposes

Volumn 38, Issue , 2019, Pages 1-13

  Han, Ye ^a   Hyland, Fiona ^b  

^a University Town of Shenzhen   (China)

^b UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Academic emotion; Activation; Object focus; Valence; Written corrective feedback

Indexed keywords

EID: 85059323646     PISSN: 14751585     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jeap.2018.12.003     Document Type: Article

References (56)

1. Barrett, L.F., Russell, J.A., Independence and bipolarity in the structure of current affect. Journal of Personality and Social Psychology 74 (1998), 967–984.
2. Belcher, D., Hirvela, A., Writing the qualitative dissertation: What motivates and sustains commitment to a fuzzy genre?. Journal of English for Academic Purposes 4 (2005), 187–205.
3. Benesch, S., Considering emotions in critical English language teaching: Theories and praxis. 2012, Routledge, New York.
4. Bruton, A., Improving accuracy is not the only reason for writing, and even if it were. System 37 (2009), 600–613.
5. Bruton, A., Another reply to Truscott on error correction: Improved situated designs over statistics. System 38 (2010), 491–498.
6. Cohen, L., Manion, L., Morrison, K., Research methods in education. 6th ed., 2007, Routledge, London.
7. Duff, P.A., Language socialization into academic discourse communities. Annual Review of Applied Linguistics 30 (2010), 169–192.
8. Ellis, R., A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition 32 (2010), 335–349.
9. Ellis, R., Cognitive, social, and psychological dimensions of corrective feedback. Batstone, R., (eds.) Sociocognitive perspectives on language use and language learning, 2010, Oxford University Press, Oxford, 151–165.
10. Elwood, J.A., Bode, J., Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System 42 (2014), 333–343.
11. Evans, S., Morrison, B., Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes 30 (2011), 198–208.
12. Ferris, D., Preparing teachers to respond to student writing. Journal of Second Language Writing 16 (2007), 165–193.
13. Ferris, D.R., Liu, H., Sinha, A., Senna, M., Written corrective feedback for individual L2 writers. Journal of Second Language Writing 22 (2013), 307–329.
14. Goetz, T., Frenzel, A.C., Hall, N.C., Pekrun, R., Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology 33 (2008), 9–33.
15. Goetz, T., Frenzel, A.C., Pekrun, R., Hall, N., Emotional intelligence in the context of learning and achievement. Schulze, R., Roberts, R., (eds.) Emotional intelligence: An international handbook, 2005, Hogrefe & Huber Publishers, Cambridge, MA, 233–253.
16. Gross, J.J., Emotion regulation: Conceptual and empirical foundations. Gross, J.J., (eds.) Handbook of emotional regulation, 2nd ed., 2014, The Guilford Press, New York, 3–22.
17. Gross, J.J., Barrett, L.F., Emotion generation and emotion regulation: One or two depends on your point of view. Emotion Review 3 (2011), 8–16.
18. Guerro, L.K., Andersen, P.A., Trost, M.R., Communication and emotion: Basic concepts and approaches. Anderson, P.A., Guerro, L.K., (eds.) Handbook of communication and emotion: Research, theory, applications, and contexts, 1998, Academic Press, San Diego, CA, 3–27.
19. Han, Y., Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System 69 (2017), 133–142.
20. Han, Y., Hyland, F., Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing 30 (2015), 31–44.
21. Han, Y., Hyland, F., Oral corrective feedback on L2 writing from a sociocultural perspective: A case study on two writing conferences in a Chinese university. Writing and Pedagogy 8 (2017), 433–459.
22. Hyland, F., The impact of teacher written feedback on individual writers. Journal of Second Language Writing 7 (1998), 255–286.
23. Hyland, F., Focus on form: student engagement with teacher feedback. System 31 (2003), 217–230.
24. Hyland, K., Hyland, F., Feedback on second language students’ writing. Language Teaching 39 (2006), 77–95.
25. Langum, V., Sullivan, K.P.H., Writing academic English as a doctoral student in Sweden: Narrative perspectives. Journal of Second Language Writing 35 (2017), 20–25.
26. Laukka, P., Juslin, P.N., Bresin, R., A dimensional approach to vocal expression of emotion. Cognition & Emotion 19 (2005), 633–653.
27. Lazarus, R.S., Hope: An emotion and a vital coping resource against despair. Social Research 66 (1999), 653–678.
28. Lee, I., Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing 17 (2008), 144–164.
29. Lee, I., Understanding teachers' written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing 17 (2008), 69–85.
30. Leki, I., Negotiating socioacademic relations: English learners' reception by and reaction to college faculty. Journal of English for Academic Purposes 5 (2006), 136–152.
31. Lewis, M., Self-conscious emotions: Embarrassment, pride, shame, guilt and hubris. Barrett, L.F., Lewis, M., Haviland-Jones, J.M., (eds.) Handbook of emotions, 4th ed., 2016, The Guilford Press, New York, 792–814.
32. Mahfoodh, O.H.A., “I feel disappointed”: EFL university students' emotional responses towards teacher written feedback. Assessing Writing 31 (2016), 53–72.
33. McMartin-Miller, C., How much feedback is enough? Instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing 19 (2014), 24–35.
34. Miles, M.B., Huberman, A.M., Saldaña, J., Qualitative data analysis: A methods sourcebook. 3rd ed., 2013, Sage, Los Angeles, CA.
35. Morton, J., Storch, N., Thompson, C., What our students tell us: Perceptions of three multilingual students on their academic writing in first year. Journal of Second Language Writing 30 (2015), 1–13.
36. Pavlenko, A., Emotions and multilingualism. 2005, Cambridge University Press, Cambridge.
37. Pekrun, R., The control-value theory of achievement emotions: Assumptions, corollaries, and implications. Educational Psychology Review 18 (2006), 315–341.
38. Pekrun, R., Frenzel, A.C., Goetz, T., Perry, R.P., The control-value theory of achievement emotions: An integrative approach to emotions in education. Schutz, P.A., Pekrun, R., (eds.) Emotion in education, 2007, Academic Press, San Diego, CA, 13–36.
39. Pekrun, R., Goetz, T., Daniel, L.M., Sputnisky, R.H., Perry, R.P., Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology 102 (2010), 531–549.
40. Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist 37 (2002), 91–105.
41. Pekrun, R., Linnenbrink-Garcia, L., Academic emotions and student engagement. Christenson, S.L., Reschly, A.L., Wylie, C., (eds.) The handbook of research on student engagement, 2012, Springer, New York, 259–282.
42. Perpignan, H., Rubin, B., Katznelson, H., “By-products”: The added value of academic writing instruction for higher education. Journal of English for Academic Purposes 6 (2007), 163–181.
43. Prior, M.T., Introduction: Contextualizing emotion in multilingual interaction: Theoretical and methodological perspectives. Prior, M.T., Kasper, G., (eds.) Emotion in multilingual interaction, 2016, Benjamins, Amsterdam, 1–28.
44. Prior, M.T., Kapser, G., (eds.) Emotion in multilingual interaction, 2016, Benjamins, Amsterdam.
45. Rowe, A.D., Fitness, J., Wood, L.N., The role and functionality of emotions in feedback at university: A qualitative study. Australian Educational Researcher 41 (2014), 283–309.
46. Russell, J.A., Core affect and the psychological construction of emotion. Psychological Review 110 (2003), 145–172.
47. Russell-Pinson, L., Harris, M.L., Anguish and anxiety, stress and strain: Attending to writers' stress in the dissertation process. Journal of Second Language Writing, 2018, 10.1016/j.jslw.2017.11.005 (in press).
48. Seloni, L., Academic literacy socialization of first year doctoral students in US: A micro-ethnographic perspective. English for Specific Purposes 31 (2012), 47–59.
49. Semke, H., Effects of the red pen. Foreign Language Annals 17 (1984), 195–202.
50. Storch, N., Wigglesworth, G., Learners' processing, uptake, and retention of corrective feedback on writing. Studies in Second Language Acquisition 32 (2010), 303–334.
51. Swain, M., The inseparability of cognition and emotion in second language learning. Language Teaching 46 (2013), 195–207.
52. Tian, J., Low, G.D., To what extent are postgraduate students from China prepared for academic writing needed on UK master's courses?. Language Culture and Curriculum 25 (2012), 299–319.
53. Truscott, J., The case against grammar correction in L2 writing class. Language Learning 46 (1996), 327–369.
54. Zentner, M., Eerola, T., Self-report measures and models. Juslin, P.N., Sloboda, J., (eds.) Handbook of music and emotion: Theory, research, applications, 2010, Oxford University Press, Oxford, 187–222.
55. Zhang, Z., Hyland, K., Student engagement with teacher and automated feedback on L2 writing. Assessing Writing 36 (2018), 90–102.
56. Zheng, Y., Yu, S., Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing 37 (2018), 13–24.