Ruoxi Liu ^* Ping Xin ^*

• Peking University, Beijing, China

Although it is often believed that writing feedback arouses many emotions, studies on the emotional experiences of L2 students to this teaching and learning device and regulation strategies remain largely under-explored. Drawing on the analytical framework of academic emotions from the perspective of positive psychology, this study reports on two CFL (Chinese as a foreign language) students' emotional reactions to their teacher's oral and written feedback and emotion regulation strategies.The main data consists of interviews, retrospective oral reports, students' reflection journals, academic writings and teacher feedback. The study found that feedback aroused students' academic achievement emotions, cognitive emotions, and social emotions in various types across valence and activation; the two learners' emotions gradually tended to be neutral or positive during the three feedback processes within one semester; they were able to use emotion-oriented, appraisal-oriented and situation-oriented strategies to effectively manage negative emotions and adapt to feedback. The findings suggest that paying attention to the intrinsic values of feedback may help learners feel more positive academic emotions, but paying too much attention to the extrinsic values may easily lead to negative emotions.