Academic writing plays a crucial role for university students since higher education becomes more democratized and the significance of academic writing progressively increases. Meanwhile, the value of teacher feedback on writing has long been widely recognized. However, few previous studies have deeply investigated students' emotional responses toward teacher written feedback in second language (L2) academic writing, and fewer have paid attention to the changes in emotions throughout the receiving feedback-revising process (Han & Hyland, 2015; Liu & Yu, 2021). In order to close this gap, the current study seeks to examine the following four questions: 1. What academic emotions have been aroused by teacher written feedback among Chinese English as a foreign language (EFL) university students in L2 academic writing? 2. Is there any association between EFL students' academic emotions toward teacher written feedback and the types of feedback? 3. Is there any variation in EFL university students' academic emotions toward teacher written feedback throughout the revising process? If any, how do these academic emotions change? 4. Is there any association between EFL university students' academic emotions toward teacher written feedback and their revision success? This multiple-case study involed six Chinese university students. Data was gathered from a variety of sources, including class documents such as the course syllabus and scoring rubrics, written texts with teacher written feedback, think-aloud protocols, retrospective verbal reports, and individual semi-structured interviews. Through the analysis of the data with the use of Nvivo 12 software, the following findings were discovered: a total of 17 types of academic emotions were evoked by teacher written feedback. These emotions were dynamic throughout the receiving feedback-revising process, mainly changing from negative ones to positive ones and then changing back to negative ones or neutral ones, which may be impacted by several contextualized factors. The study also found that there are certain relationships among the types of teacher written feedback, students' academic emotions towards feedback, and their revision success. The findings suggest that L2 academic writing teachers should explicitly tell students the strategies and methods of providing feedback and that they must be aware of the contextual factors that may have an impact on their engagement. Keywords: academic writing; L2 writing; teacher written feedback; academic emotions; EFL university students