A Study On The Adoption Of Peer Review Feedback By Foreign Language Learners Based On The Perspective Of Emotional Experienc

With the diversified development of foreign language teaching evaluation methods,peer evaluation has gradually become an effective means to promote the development of students’ cognitive ability,as well as an important way to improve the effect of large-scale teaching.This study selects business English majors to conduct a one-semester process peer evaluation experiment for Introduction to Cross-cultural Business Communication based on the theory of social constructionism and control value theory.First of all,this study takes peer reviews as the research object to explore the types of peer reviews used by students in foreign language courses.In the survey of the types of comments,it is found that the euphemism correction,guidance and suggestion in the cognitive dimension and the evaluation type comments in the metacognitive dimension are used more in the mutual evaluation,accounting for23.00%,15.90% and 34.70% of the total comments respectively.In addition,the research supplemented the emotional dimension of encouraging comments and updated the use framework of peer comments.Secondly,this study explores the influence of comment types on EFL learners’ emotional experience in the foreign language classroom.The results show that when foreign language learners receive detailed support,praise and encouragement in affective dimension,euphemistic correction in cognitive dimension and evaluation in metacognitive dimension,they will have positive emotional experience.Foreign language learners experience moderate and negative emotions when they receive simple and generalized support,criticism and opposition comments from peer affective dimension and direct correction comments from cognitive dimension.Finally,the study found that there was a strong correlation between emotional experience and feedback adoption of comments.Students who had positive emotional experience of comments scored higher on the adoption of comments,which also had a greater impact on their scores.The results of this study are helpful to improve students’ participation and enthusiasm in foreign language classroom teaching,increase students’ interaction frequency in learning,and improve the teaching quality of foreign language teaching courses.