“I Felt That My Well-Being Was Important to the Teacher”: A Phenomenological Inquiry into Emotional Experiences of EFL Learners

Document Type : Research Article

Authors

Zari Saeedi ¹

Armin Tavakoli ²

¹ Allameh Tabataba’i University, Tehran, Iran.

² Allameh Tabataba’i University

https://doi.org/10.22067/lts.2025.96026.1396

Abstract

This study explored Iranian university students’ best and worst experiences in English as a Foreign Language (EFL) classrooms, examining their antecedents and emotional responses. A qualitative phenomenological design was conducted with 62 convenience-sampled Iranian students (20 male, 42 female), aged 18–27, enrolled in a general English course. Adapting the Critical Incident Technique (CIT), the researchers elicited learners’ emotional experiences via a narrative frame and analyzed the data inductively using MAXQDA. Findings revealed three major insights: the best experiences were associated with the teacher as a source of affective support, a positive and humanized learning environment, and moments of personal triumph and competence. The worst experiences involved public failure, negative interpersonal dynamics, negative test experiences, impairment of student well-being, and feelings of language incompetence. Enjoyment emerged as the predominant positive emotion, whereas hopelessness was the most frequent negative one. The study offers implications for promoting emotional well-being in EFL classrooms.

Keywords

Achievement Emotions

EFL Classroom

Emotional Experience

Positive Psychology

Subjects

• Language Education

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