Emotions in Mobile-Based English Learning: An Exploratory Study of EFL Students’ Experiences

Abstract

This research sought to investigate the emotional experiences of non-English major students while learning English using mobile devices. Data were gathered via semi-structured interviews with five students from various disciplines, including e-commerce, logistics, mechanical engineering, and English language, at a college in Ho Chi Minh City. The findings indicated that students underwent a spectrum of emotional states during the learning process, including good feelings like pleasure, happiness, and confidence, as well as negative emotions such as worry, tension, and disorientation. Elements that affect learners’ emotions include the interface design and functionalities of the educational program, the degree of assistance from instructors, the learning environment, and the capacity for social interaction via online platforms. The research examined the interplay between learners’ emotions, their degree of engagement in the learning process, and the resultant academic results, using the Technology Acceptance Model and the Control-Value Theory of Achievement Emotions as a framework. The findings indicated that pleasant emotions contribute to fostering active learning behavior, enhancing the duration of content interaction, and sustaining long-term engagement. Conversely, negative emotions might diminish concentration, increasing the likelihood of learners surrendering or passively assimilating information. The research confirms that the development of an English learning program for mobile devices must include both technical and emotional considerations. Establishing a supportive learning environment, with instructor assistance, enabling the customization of learning materials and promoting social interaction, will enhance the learning experience, increase the efficacy of education, and sustain motivation for non-major students learning English.