L2 Writing Teachers’ Emotion Regulation in Feedback Provision: Perceptions, Strategies, and Delivery

ABSTRACT {en} While teacher emotions critically shape L2 writing feedback, how teachers regulate these emotions throughout the whole feedback process requires deeper investigation. This qualitative study involving six high school L2 writing teachers examined the perceived impact of their emotions, their regulation strategies, and the specific approach in feedback delivery. Findings from semi‐interviews and follow‐up stimulated recall reveal that teachers recognize multi‐level emotional impacts. including information, individual, and socio‐cultural levels. They actively manage these using diverse strategies, with expert teachers leveraging a wider array of techniques than experienced teachers. Importantly, the study connects these regulation efforts to concrete feedback practices, showing how teachers adapt content, language, timing, and manner to navigate emotional challenges effectively. By illuminating the journey from emotional awareness to regulated feedback delivery in secondary L2 writing contexts, this study provides valuable insights for enhancing teaching practice and evidence for teacher emotion research.