[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594299-105":59,"doc-detail-594299-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","efl-learners-emotional-challenges-and-the-associated-coping-mechanisms-in-online-and-hybrid-learning-contexts-a-narrative-inquiry","EFL learners’ emotional challenges and the associated coping mechanisms in online and hybrid learning contexts: A narrative inquiry","","The COVID-19 pandemic forced a rapid shift from traditional classrooms to online learning, significantly shaping learners’ emotional experiences. This narrative inquiry examined the anxiety and frustration experienced by university EFL learners during the transition period and their adjustment as they returned to hybrid or face-to-face settings. Thirty-three undergraduate participants were studied, followed by semi-structured interviews with four learners in an Iranian university context. Results identified five themes—responses to technology challenges, coping development, external impacts, instructor influence, and growth in confidence—highlighting supportive teaching and well-designed hybrid environments, alongside the need for institutional support to address emotional and technological needs in evolving contexts.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efl-learners-emotional-challenges-and-the-associated-coping-mechanisms-in-online-and-hybrid-learning-contexts-a-narrative-inquiry/594299/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/efl-learners-emotional-challenges-and-the-associated-coping-mechanisms-in-online-and-hybrid-learning-contexts-a-narrative-inquiry/594299.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What emotional challenges does the study focus on for university EFL learners?","Question",{"text":111,"@type":112},"The study focuses on anxiety and frustration experienced during online and post-pandemic transitional learning contexts.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did the researchers investigate learners’ experiences?",{"text":116,"@type":112},"They used narrative inquiry with 33 undergraduate EFL learners and then conducted semi-structured interviews with four participants in a university setting in Iran.",{"name":118,"@type":109,"acceptedAnswer":119},"Which factors were found to influence learners’ emotional adjustment?",{"text":120,"@type":112},"Five themes emerged, including emotional responses to technology challenges, development of coping strategies, impact of external factors, instructor influence, and growth in confidence, with emphasis on supportive instructor behavior and well-designed hybrid environments.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594299,1792078897,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (2), 102661 (2025)  \n[https://doi.org/10.29140/ajal.v8n2.102661](https://doi.org/10.29140/ajal.v8n2.102661)  \nEFL learners’ emotional challenges and the associated coping mechanisms in online and hybrid learning contexts: A narrative inquiry  \nMOHAMMAD NABI KARIMIa PARISA ASHKANIb   \na Department of Foreign Languages, Kharazmi University, Iran  \nb Department of English Language and Literature, Lorestan University, Iran  \nAbstract  \nThe COVID-19 pandemic necessitated an abrupt transition from traditional classroom environments to online learning, which left 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 pedagogical settings. The study employed narrative inquiry with 33 undergraduate EFL learners, followed by semi-structured interviews with four participants in a university context in 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 showed how students gradually build upon initial negative emotions to enhance their resilience and confidence through coping strategies. The results further revealed the critical role of supportive instructor behavior and well-designed hybrid learning environments in reducing emotional challenges and fostering adaptability. The findings also emphasized the need for institutional support to address learners’ emotional and technological needs, which ensures effective transitions in evolving educational contexts.  \nKeywords: anxiety, COVID-19 pandemic; EFL learners; frustration; narrative inquiry  \nIntroduction  \nEmotions have been reported to play significant roles in shaping learners’ engagement and performance in various contexts (Zhoc et al., 2020) . Transitions in learning environments, such as the shift from face-to-face to online instruction, often intensify learners’ emotional  \nexperiences due to increased uncertainty and the need for adaptation. One such shift concerns the sudden turn from traditional face-to-face instruction to online learning during the COVID-19 pandemic and back to more traditional or hybrid settings. This shift has profoundly impacted the emotional experiences of learners, particularly in English as a Foreign Language (EFL) settings, where communication is inherently challenging (Córdova et al., 2023; Maurya & Yadav, 2024) . Such emotional experiences may include what are conventionally labeled “negative”emotions, such as anxiety and frustration, which are the focus of the present study.  \nForeign Language Anxiety (FLA) is a well-established barrier to language learning (Horwitz et al., 1986) . Learners experiencing heightened FLA may struggle to effectively process linguistic input (Krashen, 1982) . Such anxiety influences students’ achievement and affects their willingness to participate in learning activities (Zhou, 2016) . In the context of online learning, different factors, such as unstable internet connections, lack of real-time interaction, limited access to immediate feedback, and the pressure associated with the lack of technological know-how are likely to exacerbate students’ emotional strain and lead to higher levels of anxiety (Hasibuan et al., 2022) .  \nBesides anxiety, frustration is a prevalent emotional response during online learning, particularly when learners face technical difficulties such as software management issues and system crashes (Novak et al., 2023) . Frustration is defined as an emotional response to unexpected obstacles that","cbCaifmVCG4vsDK0","https://ap.wps.com/l/cbCaifmVCG4vsDK0","pdf",421664,17,"English","# Introduction\n## Foreign Language Anxiety (FLA)\n## Frustration in online learning\n## Post-pandemic reintegration and coping strategies\n## Study aim and objectives","[{\"question\":\"What emotional challenges does the study focus on for university EFL learners?\",\"answer\":\"The study focuses on anxiety and frustration experienced during online and post-pandemic transitional learning contexts.\"},{\"question\":\"How did the researchers investigate learners’ experiences?\",\"answer\":\"They used narrative inquiry with 33 undergraduate EFL learners and then conducted semi-structured interviews with four participants in a university setting in Iran.\"},{\"question\":\"Which factors were found to influence learners’ emotional adjustment?\",\"answer\":\"Five themes emerged, including emotional responses to technology challenges, development of coping strategies, impact of external factors, instructor influence, and growth in confidence, with emphasis on supportive instructor behavior and well-designed hybrid environments.\"}]","EFL learners’ emotional challenges and the associated coping mechanisms in online and hybrid learning contexts: A narrative inquiry | PDF",43]