On the relationship between Chinese EFL students’ everyday technology usage, e-learning readiness, and emotion regulation

Hongwu Yang; Aigui Wang; Xinyu Yang

Authors

Hongwu Yang Suzhou University of Science and Technology, China
Aigui Wang Suzhou University of Science and Technology, China (Corresponding author) https://orcid.org/0009-0003-3698-6553
Xinyu Yang University of British Columbia, Vancouver, Canada

Keywords:

Technology usage, e-learning readiness, emotion regulation, technology-supported environment

Agencies: Philosophical and Social Science Research Projects of Jiangsu Higher Education Institutions 2025SJYB1056 Research on Innovative Practices of Empowering College English Teaching with Generative Artificial Intelligence

Abstract

This study investigated the relationship between learners’ everyday technology usage, e-learning readiness, and emotion regulation. To conduct the study, Cognitive Emotion Regulation, Readiness for E‐Learning, and Everyday Technology Usage Questionnaires have been employed. The results of the study demonstrated that the direct effect of using technology and e-learning on emotion regulation is positive and statistically significant. Access to equipment and technology and having online communication skills will increase students' self-efficacy and increase their motivation and emotions. In fact, e-learning readiness in students creates a positive attitude about the ease of use and usefulness of online learning, these factors also affect the intention and attitude of students in using online learning technology and blended learning. Implications are discussed.

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Author Biographies

Hongwu Yang, Suzhou University of Science and Technology, China

Hongwu Yang is lecturer in applied linguistics at School of Foreign Languages and Literature, Suzhou University of Science and technology, also researcher of Center for Overseas Think Tank’s China Studies, Suzhou University of Science and Technology, People’s Republic of China. His research interest lies in teacher professional development, second language acquisition, EFL language teaching and learning in the Chinese context.

Aigui Wang, Suzhou University of Science and Technology, China (Corresponding author)

Aigui Wang works as an associate professor in Marxist Education and Research at the School of Marxism, Suzhou University of Science and Technology, China. She once obtained her Master’s degree in Education of World History in Soochow University, and got her Ph.D degree in Ideological and Political Education in Soochow University. So far, she has published some papers in the area of Ideological and Political Education in educational context, many of which are SSCI-indexed journals. At present, she has been focusing her research on the theory and practice of Ideological and Political Education Teaching and Learning, as well as educational technology.

Xinyu Yang , University of British Columbia, Vancouver, Canada

Xinyu Yang, a graduate in psychology in the school of Psychology, University of British Columbia, has a strong interest in positive psychology, cultural psychology, developmental psychology and personality psychology.

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FUNDING INFORMATION

Philosophical and Social Science Research Projects of Jiangsu Higher Education Institutions 2025SJYB1056 Research on Innovative Practices of Empowering College English Teaching with Generative Artificial Intelligence.