EFL learners’ emotional challenges and the associated coping mechanisms in online and hybrid learning contexts: A narrative inquiry

Abstract

The COVID-19 pandemic necessitated an abrupt transition from traditional classroom settings to online learning, which had a profound impact on learners' emotional experiences. This study explored the emotional challenges, particularly anxiety and frustration, faced by university English as a Foreign Language (EFL) learners during this period and their subsequent transition back to hybrid or traditional settings. The study employed narrative inquiry with 33 undergraduate EFL learners, followed by semi-structured interviews with four participants in a state university context in western Iran. The results revealed five key themes, including emotional responses to technology challenges, development of coping strategies, impact of external factors, instructor influence on students, growth in confidence and adaptation. The findings highlight how students gradually transformed initial negative emotions into resilience and confidence through coping strategies. The study underscores the critical role of supportive instructor behavior and well-designed hybrid learning environments in reducing emotional challenges and fostering adaptability. The results emphasize the need for institutional support to address learners' emotional and technological needs, which ensure effective transitions in evolving educational contexts.