Frontiers in Educational Research, 2025, 8(2); doi: 10.25236/FER.2025.080202.
Penghui Bi1, Zibo Gong1,2
1School of Foreign Studies, Yanshan University, Qinhuangdao, China
2High School Affiliated to Nanjing University of Aeronautics and Astronautics, Nanjing, China
This study explored learners’ emotional fluctuations during the transition of assessing roles in online English writing peer assessment. From Positive Psychology perspective, the mixed-method research approach was employed to investigate emotional experiences of 170 Chinese non-English major freshmen engaged in online English writing peer assessment. The study specifically examined the emotional changes that accompanied the shift in assessing roles, as well as the influencing factors at play. The findings demonstrated a significant increase in positive emotions and a notable decline in negative emotions when transitioning from the role of feedback providers (FPs) to feedback receivers (FRs). The relationship between learners’ emotional fluctuations and their English writing proficiency was found to vary depending on their particular assessing roles. Additionally, a qualitative analysis of learners’ emotional experiences unveiled additional factors that shaped their emotional states during the transition of assessing roles. These findings underscore the critical role of emotional dynamics in the design and implementation of online English writing peer assessment activities.
Emotional Experiences; Assessing Roles Transition; Online Peer Assessment; L2 English Writing
Penghui Bi, Zibo Gong. The Impact of Role Transition on Emotional Experiences in Online English Writing Peer Assessment. Frontiers in Educational Research (2025) Vol. 8, Issue 2: 6-13. https://doi.org/10.25236/FER.2025.080202.
[1] Liu, J., & Hansen, J. G. Peer response in second language writing classrooms[M]. Michigan: University of Michigan Press, 2002.
[2] Ahmed, R., & Abdu, A. K. Online and face-to-face peer review in academic writing: Frequency and preferences [J]. Eurasian Journal of Applied Linguistics, 2021, 7(1): 169-201.
[3] Jiang, G., & Li, C. A review and prospect of second language acquisition from the perspective of Positive Psychology [J]. Foreign Language World, 2017, 5: 32-39.
[4] Pekrun, R., Goetz, T., Frenzel, A. C., & Perry, R. P. Achievement Emotions Questionnaire (AEQ) User’s Manual (Manual Version 2005) [M]. Munich: Department of Psychology, University of Munich, 2005.
[5] Hojeij, Z., & Baroudi, S. Student perceptions on peer feedback training using a blended method: A UAE case [J]. Issues in Educational Research, 2018, 28(3): 655-678.
[6] Kuyyogsuy, S. Promoting peer feedback in developing students’ English writing ability in L2 writing class [J]. International Education Studies, 2019, 12(9): 76-90.
[7] Zhang, X., & Yu, S. Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective [J]. Applied Linguistics Review, 2022, 13(4): 439-460.
[8] Ellis A. Toward a theory of personality [C] / In: Corsini R J, editor. Readings in current personality theories. Itasca, IL: Peacock, 1978: 298-311.