ArticleFrontiers in psychology2026
L2 students' academic emotions in teacher feedback and GAI-generated feedback on argumentative writing.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
With the rise of generative artificial intelligence (GAI) in the field of second (foreign) language writing, GAI-generated feedback has garnered increasing scholarly attention. While previous research has compared the efficacy of GAI and teacher feedback, the academic emotions elicited by GAI during the revision process remain under-explored. To fill this lacuna, this study employed a mixed-methods research design to investigate the emotional experiences and corresponding regulation strategies of L2 students in both teacher and GAI-generated feedback contexts. Eighty-six Chinese master's students participated in the study, with qualitative data gathered from written retrospective reflections, essays with teacher feedback, screenshots documenting the GAI-assisted revision process, and semi-structured interviews. The results revealed that students experienced higher levels of positive emotions in teacher-feedback contexts, whereas GAI-generated feedback was associated with more negative emotions. Furthermore, the findings identified distinct occurrences, types, and developmental trajectories of emotions across the two feedback conditions. This study offers important pedagogical implications, encouraging teachers to adopt hybrid feedback strategies and suggesting ways to help students manage negative emotions by fostering a growth mindset and enhancing feedback literacy.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.