Dewi Nur Suci, Yazid Basthomi, Bambang Yudi Cahyono, Mirjam Anugerahwati
This study explores an English teacher’s emotional experiences and regulation strategies while integrating technology-enhanced language learning (TELL). Using a qualitative narrative inquiry design, data were collected through interviews, focus group discussions (FGDs), and narrative frames with one novice teacher and his students. The findings reveal that the teacher experienced negative emotions such as confusion, frustration, and fatigue, particularly when learning to use Telegram for Mobile Assisted Language Learning (MALL) and creating instructional videos. These emotions, however, gradually transformed into satisfaction and confidence as he developed technological mastery. The study also shows that teacher-student interactions, collegial support, and personal beliefs significantly shaped the teacher’s emotional well-being. Cognitive reappraisal, suppression, and problem-directed coping emerged as key emotion-regulation strategies, complemented by savoring and gratitude. The teacher’s autonomy and faith-based values further contributed to his resilience and positive emotional engagement. Despite limitations related to online data collection and participant availability, the study provides insights into how emotions and regulation strategies influence teachers’ professional identity and well-being. Implications for teacher education highlight the need for emotional support, technological mentoring, and attention to teachers’ personal belief systems. © 2025, Chulalongkorn University Language Institute. All rights reserved.
Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia; Universitas Negeri Malang, Malang, Indonesia
