International Journal of Education

This study aims to explore the impact of different types of feedback on students’ emotional experiences in peer review of online writing under the BOPPPS teaching model. An experimental study was conducted with 60 undergraduate English majors in a course on the Overview of English-speaking Countries. Participants were randomly assigned to groups receiving positive, negative, and neutral feedback, and completed writing tasks and emotional experience questionnaires in both pre-tests and post-tests. The results indicate that positive feedback significantly enhances students’ positive emotional experiences, improves their writing performance, and boosts their learning confidence. In contrast, negative feedback may trigger negative emotions and diminish learning motivation. Neutral feedback has a more subdued emotional impact and has limited effects on stimulating learning motivation. The findings of this study provide valuable insights for the design and practice of online peer review, emphasizing the importance of feedback types on students’ emotional experiences and learning outcomes. It is suggested that emotional factors should be considered and adjusted during the teaching process to enhance students’ learning engagement and outcomes.

BOPPPS; Online English writing; Peer review; Feedback types; Emotional experiences