Understanding the dynamics of EFL learner affective engagement with receiving peer feedback: A case study from the sociocultural perspective

The importance of affective component of learner engagement has long been recognized but remains underexplored. This naturalistic case study aims to understand the dynamics of EFL learner affective engagement with receiving peer feedback. A dyad of Chinese EFL learners collaboratively revised an argumentative text written by one of them. Multiple resources including audio-recorded peer response, interviews, feedback notes and revised drafts were collected to analyze the feedback receiver's trajectory of affective engagement and its interaction with the other two dimensions. The results showed that the focal participant's revision journey experienced a rollercoaster of emotions and the dynamics of affective engagement fluctuates with a spectrum of cognitive and behavioral engagement. Positive affective engagement acts as both a precursor and an outcome, with negative affective engagement as a catalyzer. This study substantiated the sociocultural concepts of perezhivanie and the social situation of development.

The educational relevance and implications statement

The study underscores the importance of affective element in EFL writing revisions. It highlights how EFL learners' emotional responses to peer feedback can significantly impact their cognitive and behavioral engagement. It implicates that EFL teachers should consider the affective aspect of peer feedback to create a more supportive learning environment. They are also suggested to develop more effective peer feedback mechanisms that are attuned to learners' emotional needs, thereby fostering a more productive learning outcome.