A qualitative inquiry into Chinese learners’ emotions in technology-enhanced L2 education
Keywords:
EFL student, educational technology, learner emotions, L2 educationAbstract
The use of technology in second language (L2) education has long been supported in the literature. However, the affective side of injecting technology into L2 learning has remained under-explored. To fill this gap, the present study took a qualitative approach to examine Chinese English as a foreign language (EFL) students’ perceptions about their technology-induced emotions and their impacts on learning English. An interview was conducted with 38 EFL students. The results of thematic analysis showed a range of positive and negative emotions experienced by the students. In particular, ‘enjoyment’, ‘engagement’, and ‘excitement’ were the most frequent positive emotions, while ‘anxiety’, ‘stress’, and ‘fear’ were repeatedly mentioned by respondents as negative emotions. Furthermore, it was found that technology-induced emotions affected three areas of Chinese EFL students’ L2 learning, namely their attention, motivation, and classroom behaviors. The findings are discussed and implications are suggested to EFL students, teachers, and teacher educators to expand their knowledge about the link between technology-based L2 education and learner emotionality.
Downloads
References
Aghaei, K., Ghoorchaei, B., Rajabi, M., & Ayatollahi, M. (2022). Iranian EFL learners’ narratives in a pandemic pedagogy: Appreciative inquiry-based approach. Language Related Research, 13(3), 285–314.
Ahmadipour, H. (2022). Online learning self-efficacy: A necessity for virtual education. Journal of Education and Health Promotion, 11, 113. https://doi.org/10.4103/jehp. jehp_8
Ataeifar, F., Sadighi, F., Bagheri, M. S., & Behjat, F. (2019). Iranian female students’ perceptions of the impact of mobile-assisted instruction on their English-speaking skill. Cogent Education, 6(1), 1662594.
Bailey, D. (2019). Social networking for language learning participation in relation to task value and L2 writing anxiety. CALL-EJ, 20(1), 1–18.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Buddha, H., Shuib, L., Idris, N., & Eke, C. I. (2024). Technology-assisted language learning systems: A systematic literature review. IEEE Access.
Butz, N. T., Stupnisky, R. H., & Pekrun, R. (2015). Students' emotions for achievement and technology use in synchronous hybrid graduate programmes. Research in Learning Technology, 23, 1629. https://doi.org/10.3402/rlt.v23.26097.
Chen, Y. C. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813.
Dai, K., & Wang, Y. (2024). Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms. System, 123, 103339. https://doi.org/10.1016/j.system.2024.103339
Deng, L., Zhang, L. J., & Mohamed, N. (2024). Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers. Porta Linguarum. https://doi.org/10.30827/portalin.viIX.29885
Derakhshan, A., Bai, B. (2025). Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies. System, 129. 103605 https://doi.org/10.1016/j.system.2025.103605
Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions. International Journal of Applied Linguistics, 34(4), 1246–1264. https://doi.org/10.1111/ijal.12561
Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2022). Activity-induced boredom in online EFL classes. ELT Journal, 76(1), 58–68. http://dx.doi.org/10.1093/elt/ccab072
Derakhshan, A., Teo, T., & Khazaie, S. (2025). Investigating the usefulness of artificial intelligence-driven robots in developing empathy for English for medical purposes communication: The role-play of Asian and African students. Computers in Human Behavior, 162. https://doi.org/10.1016/j.chb.2024.108416
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J. M., Gkonou, C., & Mercer, S. (2018). Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? In J. Martinez Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 125–141). Springer. https://doi.org/10.1007/978-3-319-75438-3_8
Ding, Y., & Zhao, T. (2020). Emotions, engagement, and self-perceived achievement in a small private online course. Journal of Computer Assisted Learning, 36(4), 449–457. https://doi.org/10.1111/jcal.12410
Ghiasvand, F., Jahanbakhsh, A., & Kogani, M. (2024). Probing the bond between EFL teachers’ emotional literacy skills and professional development. Porta Linguarum, 41, 241–257. https://doi.org/10.30827/portalin.vi41.27525
Hsu, H. T., & Lin, C. C. (2022). Extending the technology acceptance model of college learners’ mobile-assisted language learning by incorporating psychological constructs. British Journal of Educational Technology, 53(2), 286–306. https://doi.org/10.1111/bjet.13165
Kaur, P., Kumar, H., & Kaushal, S. (2023). Technology-assisted language learning adaptive systems: a comprehensive review. International Journal of Cognitive Computing in Engineering, 4, 301–313. https://doi.org/10.1016/j.ijcce.2023.09.002
Lee, J. Y., & Chei, M. J. (2020). Latent profile analysis of Korean undergraduates’ academic emotions in e-learning environment. Educational Technology Research and Development, 68, 1521–1546. https://doi.org/10.1007/s11423 019- 09715-x
Li, C., Fang, Y., & Derakhshan, A. (2025). Unlocking the interplay among Chinese EFL learners’ L2 motivation, regulatory focus, and language learning achievement: From a regulatory focus theory perspective. Learning and Motivation. https://doi.org/10.1016/j.lmot.2025.102141
Li, R., Meng, Z., Tian, M., Zhang, Z., & Xiao, W. (2021). Modelling Chinese EFL learners’ flow experiences in digital game- based vocabulary learning: The roles of learner and contextual factors. Computer Assisted Language Learning, 34(4), 483–505. https://doi.org/10.1080/09588221.2019.1619585
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Liu, W., & Wang, Y. (2024). The effects of using AI tools on critical thinking in English literature classes among EFL learners: An intervention study. European Journal of Education. https://doi.org/10.1111/ejed.12804
Liu, T., Zhang, Z., & Gao, X. (2023). Pedagogical design in technology- enhanced language education research: A scoping review. Sustainability, 15(7), 6069. https://doi.org/10.3390/su150 76069
Loderer, K., Pekrun, R., & Lester, J. C. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2018.08.002
Otto, S. (2017). From past to present: A hundred years of technology for L2 learning. In C. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 10–25). Oxford, UK: Wiley Blackwell
Pan, X., Hu, B., Zhou, Z., & Feng, X. (2022). Are students happier the more they learn? Research on the influence of course progress on academic emotion in online learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2052110
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.00
Qi, S., & Derakhshan, A. (2025). Technology-based collaborative learning: EFL learners’ social regulation and modifications in their academic emotions and academic performance. Education and Information Technologies, 30(7), 8611–8636. https://doi.org/10.1007/s10639-024-13167-z
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 1–22. http://dx.doi.org/10.3390/su12020524
Shao, K., Kutuk, G., Fryer, L. K., Nicholson, L. J., & Guo, J. (2023). Factors influencing Chinese undergraduate students’ emotions in an online EFL learning context during the COVID pandemic. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12791
Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in Human Behavior, 55, 1185–1193. https://doi.org/10.1016/j.chb.2015.02.014
Wang, M., & Zhang, L. J. (2023). Understanding teachers’ online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement. Heliyon. https://doi.org/10.1016/j.heliyon.2023.e1693
Wang, W., & Derakhshan, A. (2025). Exploring the role of EFL students’ openness to diversity and self-regulation in their attitudes towards and engagement with data-driven second language (L2) learning. Learning and Individual Differences, 121. https://doi.org/10.1016/j.lindif.2025.102725
Wang, Y. (2024). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology, 43(13), 12144–12158. https://doi.org/10.1007/s12144- 022-04223-3
Wu, C., Jing, B., Gong, X., Mou, Y., & Li, J. (2021). Student is learning strategies and academic emotions: Their influence on learning satisfaction during the COVID-19 pandemic. Frontiers in Psychology, 12, 717683. https://doi.org/10.3389/fpsyg.2021.717683
Yu, X. (2022). The English as a foreign language learners’ psychological and emotional perceptions on technology integration in language classrooms. Frontiers in Psychology, 13, 906750. https://doi.org/10.3389/fpsyg.2022.906750
Zhang, L. J., Fathi, J., & Nadari, M. (2023). A Cross-Lagged Panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers. Journal of Multilingual and Multicultural Development, online first. https://doi.org/10.1080/01434632.2023.22480 64
Zhang, R., Zou, D., & Cheng, G. (2024). Technology-enhanced language learning with null and negative results since 2000: A systematic review based on the activity theory. Education and Information Technologies, 29(4), 5017-5077.
Zhang, W. (2022). The role of technology-based education and teacher professional development in English as a foreign language classes. Frontiers in Psychology, 13, 910315. https://doi.org/10.3389/fpsyg.2022.910315
FUNDING INFORMATION:
Shandong Province Higher Education Undergraduate Teaching Reform Research Project "Innovative Research on the Reform of Blended Teaching in Core Courses of English Majors in Universities" (Project Number: Z2021069).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Li Liu, Norma A. Guzmán
This work is licensed under a Creative Commons Attribution 4.0 International License.
