Students' Emotional Perceptions and Attitudes Toward English Teacher Feedback in Cloud Classroom Learning Environments During the COVID-19 Pandemic

Abstract

Cloud classrooms are catching increasing attention in English teaching during the COVID-19 pandemic. Via multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, this study examined the effects of students' emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions were significantly and positively correlated, and learning motivation caused the most significant effect, followed by interest. Learning motivation could predict the perceived teaching feedback. Students with strong self-confidence had strong learning motivation and interest in English learning. High-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. This study is helpful to future research into non-verbal and peer feedback in technology-based learning environments.