1 Introduction

The teacher-student cooperative evaluation (TSCA) as a new evaluation model has been introduced, but its emotional experience research among English major students is still blank. Research has shown that written corrective feedback and peer evaluation comments may trigger learners' emotional experiences and affect their way of handling comments. Academic emotions are closely related to learning activities, teaching outcomes, and academic achievements. Positive academic emotions have a positive impact on cognitive activities, creativity, interpersonal relationships, physical and mental health, and academic well-being. This study adopts a longitudinal case study method to explore the emotional experiences of three English major students in TSCA, aiming to enrich the research on TSCA emotions and provide reference for improving learning outcomes and academic happiness. The study focuses on the types and frequency of academic emotions experienced by students in TSCA, as well as the differences in emotional experiences between different students.

2 Theoretical Foundations

The Control Value Theory proposed by Pekrun (2006) attributes learners' emotions to their sense of control over learning activities and outcomes, covering control factors such as self-efficacy, self attribution, self-concept, as well as value judgments of intrinsic and extrinsic values. Pekrun u0026 Linnenbrynk Garcia (2012) defined academic emotions as emotions in academic contexts and proposed a three-dimensional conceptual framework that includes goal orientation, valence, and activity, providing theoretical support for emotion research.

3 Research Design

This chapter elaborates on the design of a qualitative case study on the collaborative evaluation of emotional experiences between English major students and teachers. The study spans three semesters and focuses on the lack of specific writing skills in English writing courses. The research subjects are three average level English writers who have received TSCA teaching intervention and are familiar with its process. The data collection mainly involves semi-structured interviews and retrospective reflection reports from teachers, covering students' evaluations, suggestions, and academic emotional states regarding TSCA teaching. Data analysis consists of three steps: reading interview texts, encoding based on the academic emotion classification framework, and rereading texts to compare the differences in emotional experiences of research subjects. Researchers ensure the reliability and validity of the analysis by repeatedly reviewing the data encoding results.

4 Research findings and discussions

A study found that three English major students did not experience topic emotions in their TSCA (Teacher Student Cooperative Assessment) academic emotional experience, but experienced nine emotions including pleasure, anxiety, satisfaction, pride, relaxation, curiosity, annoyance, identification, and gratitude. Among them, anxiety, identification, and pleasure are emotions that appear more frequently, and positive emotions are significantly higher than negative emotions. Anxiety occurs most frequently in the TSCA process, and students experience anxiety when they learn that their work has been selected as a typical sample, as well as during peer review and post evaluation modification stages. The frequency of identification is 10, and students' identification with teachers, peers, and TSCA belongs to social emotions. Joyful emotions appear 7 times, which is a sense of gain and achievement that arises from breaking through oneself in a challenging environment.

5 Conclusion

This study reveals the emotional experiences of English major students in TSCA contexts, and finds that anxiety, identification, and pleasure are the main emotions, with positive emotions dominating. There are differences in emotional experiences between individuals, such as Qinqin's annoyance pride interaction, Xiaoting and Ye'er's curiosity satisfaction. Research suggests that the diversity of emotional experiences does not have a negative impact on TSCA teaching, and students' acceptance of the coexistence of positive and negative emotions contributes to a sense of gain and satisfaction. Teachers should pay attention to students' emotions, introduce the advantages of TSCA through guided classes, conceal the identity of the sample author to reduce tension, train students' tolerance for ambiguity in peer evaluation, and stimulate positive attitudes. Teachers need to carefully design teaching, provide modification templates, enhance professional competence, and help students achieve emotional interaction. After class, teachers should track and monitor students, guide them to engage in internal attribution training, and improve their sense of pride and psychological resilience. The research sample size is limited, and in the future, large-scale quantitative qualitative mixed studies can be conducted to expand the research scope.