The Impact of Role Transition on Emotional Experiences in Online English Writing Peer Assessment

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.