Research and Practice in Technology Enhanced Learning | 2026
Authors: Hoang N.H.
DOI: 10.58459/rptel.2026.21024
Journal: Research and Practice in Technology Enhanced Learning
Year: 2026
Publisher: Asia-Pacific Society for Computers in Education
Document Type: Article
Open Access: All Open Access; Gold Open Access
Cited by: 0
This mixed-methods study investigates Vietnamese EFL university students' digital well-being and emotion regulation in technology-mediated learning environments. Through quantitative surveys (N=342) and qualitative interviews (n=40), the research examined students' emotional experiences across different educational technology scenarios and their regulation strategies for maintaining digital well-being. Findings revealed complex patterns of co-existing anxiety and enjoyment, with significant variations across synchronous and asynchronous activities. Technical proficiency emerged as a key predictor of positive emotional experiences, while gender differences indicated higher anxiety levels among female students. The study identified three main categories of emotion regulation strategies: proactive preparation, real-time adjustment, and post-session reflection, with strategy effectiveness significantly predicting digital well-being outcomes. Results demonstrate the critical role of institutional support systems and peer networks in successful emotion regulation. This research contributes to digital well-being theory by illuminating the intricate relationship between emotional experiences, technical competence, and cultural factors in online language learning contexts. © The Author(s). 2025.
Digital well-being; EFL students; Scenario-based assessment; Vietnamese universities; Vignette study