Emotion Regulation Strategies and Emotional Experiences in Blended EFL Contexts: A Case Study of Saudi University Learners

Authors

  • Abdul Aziz Mohamed Mohamed Ali El Deen

    Department of English Language and Literature, College of Languages and Translation, Imam Mohammad Ibn Saud  Islamic University (IMSIU), Riyadh 12211, Kingdom of Saudi Arabia
  • Montasser Mohamed Abdelwahab Mahmoud

    English Language Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, Dammam 34221, Kingdom of Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i11.11382
Received: 30 July 2025 | Revised: 18 August 2025 | Accepted: 2 September 2025 | Published Online: 22 October 2025

Abstract

This mixed-methods study examines how Saudi undergraduate EFL learners regulate their emotions within blended learning environments, in line with Saudi Arabia's Vision 2030 educational reform goals. Drawing on Gross's process model of emotion regulation and Pekrun's control-value theory, the research collected data from 120 students via surveys, semistructured interviews, and reflective journals. Findings reveal that learners predominantly employ adaptive strategies such as cognitive reappraisal (68%), task-focused problem-solving (52%), and religious practices like prayer (74%). However, maladaptive approaches, including emotional suppression (61%) and avoidance (39%), remain prevalent, often shaped by cultural norms surrounding emotional restraint and gender roles. Emotional experiences were modality-dependent: online learning elicited higher anxiety (M = 3.8) due to technological disruptions and delayed feedback, whereas face-to-face settings promoted enjoyment (65%) through collaborative peer interaction. Cultural elements, particularly Islamic rituals and same-gender peer networks, were integral to learners' emotional coping strategies. Despite these supports, students reported considerable technostress (63%) and disparities in digital access, which weakened their emotional resilience. The study underscores the importance of designing culturally responsive blended learning models that align with students’ religious and social realities. Practical recommendations include integrating faith-informed emotional support, gender-sensitive group structures, and enhanced digital infrastructure. These findings contribute to the development of inclusive pedagogical practices in Saudi and other Arab EFL contexts.

Keywords:

Emotion Regulation; Blended Learning; EFL; Saudi Arabia; Cultural Practices; Learner Affect

References

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How to Cite

Mohamed Ali El Deen, A. A. M., & Abdelwahab Mahmoud, M. M. (2025). Emotion Regulation Strategies and Emotional Experiences in Blended EFL Contexts: A Case Study of Saudi University Learners. Forum for Linguistic Studies, 7(11), 728–741. https://doi.org/10.30564/fls.v7i11.11382

Issue

Vol. 7 , Iss. 11 (November 2025): In progress

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Article

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Copyright © 2025 Abdul Aziz Mohamed Mohamed Ali El Deen, Montasser Mohamed Abdelwahab Mahmoud

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.