在英语写作教学中，书面反馈作为不可或缺的一环，对提高学生写作水平发挥着重要作用，但其效果最终取决于学生如何使用反馈和修改。近年来诸多研究证明情绪与学习密切相关，但将书面反馈、情绪和修改行为联系起来的研究较少。鉴于此，本研究的主要焦点为学生的情绪在书面反馈和写作修改行为之间所起的作用，旨在通过研究进一步丰富二语写作领域与情绪的研究成果，同时引起教师对学生情绪的关注，帮助教师反思自身的书面反馈方式。

本研究是一项个案研究，研究者选取了某中学高一年级一名英语教师和6名学生作为被试，学生按照英语成绩分为高水平、中水平、低水平组。收集的数据类型包括学生有声思维报告、半结构化访谈、写作文本以及教师书面反馈。通过质性分析方法对研究数据进行整理和分析，本研究有以下发现：学生面对教师书面反馈会产生丰富的情绪体验，且不同水平的学生所产生的情绪有所差异，同时，同一水平不同学生之间也存在差异；学生的不同情绪与特定的书面反馈类型之间存在一定的联系；这些情绪一定程度上会影响学生在修改过程中的情绪和行为，并且不同水平的学生所表现的认知和行为各有不同。此外，学生对情绪的看法以及情绪调节能力也会对修改行为产生影响。

基于研究结论，研究者对中学英语教师提出了相应的参考建议：教师在给予学生书面反馈时应关注学生的情绪；教师应针对不同水平学生的特点给予不同类型的反馈；同时教师应引导学生对反馈的价值进行积极评价，帮助学生调节情绪、增强写作信心。

In English writing teaching, written feedback plays an important role in improving students’ writing ability, but its effect is ultimately on how students use feedback and revise it. In recent years, many research have shown that emotions are closely related to learning, but few of them linked teacher written feedback, emotions and revision. In view of this, the main focus of this study is the role of students’ emotions between teacher written feedback and the behaviors of revision. The purpose of this study is to further enrich the fields of emotion and second language writing. At the same time, it is hoped that teachers will pay attention to students’ emotions and help to reflect on their written feedback.

In this case study, the researcher selected an English teacher and six students in a high school as subjects. Students were divided into 3 groups based on their language proficiency, that is, high group, medium group and low group. The collected data included students’ think-aloud reports, semi-structured interviews, students’ written texts, and written feedback from teachers. Based on qualitative analysis of these data, the study has following findings. Firstly, students experience a wealth of emotions in the face of teacher written feedback, with different levels of students experiencing different emotions. There are also differences between different students in the same group. Besides, students’ different emotions are related to specific types of written feedback. Furthermore, these emotions influence students’ emotions and behaviors during the revision process to some extent, and students with different professional levels exhibit various cognition and behaviors. In addition, students’ perception of emotions and ability to regulate them can also influence their behaviors of revision.

Based on the conclusion of the study, the researcher put forward some suggestions for English teachers in high school: firstly, teachers should pay more attention to students’ emotions when giving written feedback. Secondly, teachers should give students with different language proficiency appropriate feedback types. Lastly, teacher should guide students to evaluate the value of feedback in a positive light to help students regulate their emotions and strengthen self-confidence for writing.