Weaving with emotions: Chinese international students’ academic discourse socialisation through feedback in academic tutorials

Feedback is widely recognised as a core educational practice that shapes learners’ emotional experiences and identity development. Previous studies have primarily investigated the types and valence of emotions triggered by feedback. However, limited attention has been paid to emotions as key mediating forces in learners’ ongoing academic discourse socialisation and identity construction. This study explores the emotional experiences of Chinese international students, in particular how emotions are socially situated within power relations in feedback practices, and how these emotions, in turn, mediate learners’ academic discourse socialisation through tutorial feedback. Using a multiple-case study design, this study involved three Chinese international students who were pursuing a master’s degree at a UK university. Data were primarily collected through semi-structured interviews, supplemented by relevant documents. Findings revealed that students experienced a range of empowering, disempowering, challenging and mixed emotions. These emotions were intertwined with dynamics of power and identity, mediating the process of academic discourse socialisation through empowerment, disempowerment and transformation. The results suggest that feedback practices should be changed so as to foster an inclusive, empowering academic experience.