EFL learners’ learning involvement and emotions in the integration of technology in their classrooms

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Lin Y., Yang L., Ergün A. L.

PORTA LINGUARUM, no.Xiii, pp.89-110, 2025 (AHCI, SSCI, Scopus)

  • Publication Type: Article / Article
  • Publication Date: 2025
  • Doi Number: 10.30827/portalin.vixiii.33529
  • Journal Name: PORTA LINGUARUM
  • Journal Indexes: Scopus, Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), MLA - Modern Language Association Database, DIALNET
  • Page Numbers: pp.89-110
  • Open Archive Collection: AVESIS Open Access Collection
  • Yıldız Technical University Affiliated: Yes

Abstract

ABstrAct: It is generally believed that technological infrastructures and teachers’ and

learners’ technology literacy are the main prerequisites for conducting a technology-inte-

grated learning environment. However, empirical evidence in the literature demonstrated

that language learners might pursue emotive relief in their technology-integrated educational

environments to assuage undesirable feelings. Therefore, the current study investigated the

relationship between the integration of technology in English as a foreign language (EFL)

learners’ classrooms, engagement, and emotions. Drawing upon positive psychology, the

specified hypotheses were tested by administering three questionnaires among 1,041 EFL

learners in Chinese Universities. The results of the study proposed that about 70 percent of

changes in the EFL learners’ perceptions of technology integration can be predicted by their

engagement and emotions. Furthermore, in contrast to prior studies, the association between

emotions and learners’ perceptions of technology integration was higher in this research. The

discoveries highlighted the requirement for a better understanding of the system and that stu-

dents’ engagement and their emotions influence their perceptions of technology integration

positively. Lastly, relevant implications for language education are discussed.

Keywords: learning engagement, technology integration, learners’ emotions, positive psy-

chology, technology-integrated environment