Unpacking Undergraduate EFL Learners’ Emotional Needs in the Classroom: A Qualitative Inquiry into Antecedents and Outcomes

Document Type : Original Article

Authors
Hasti Fallah
Babak Safari
Farhad Ghiasvand
Department of English Language and Literature, Allameh Tabataba’i University, Tehran
10.22034/quipls.2026.2082594.1023
Abstract
Researching second and foreign language (L2) learners' emotions and inner states has recently been a contemporary line of inquiry. However, the exploration of L2 learners’ emotional needs has not been given its deserved due diligence, especially at undergraduate levels. To fill this gap, this study took into consideration the cultural idiosyncrasies of Iran, to scrutinize the emotional needs of undergraduate L2 learners. It aimed to ascertain the factors that pertain to the specific emotional needs of undergraduates within a language learning context. A semi-structured interview, alongside a narrative frame, were conducted on 40 undergraduate Iranian English as foreign language (EFL) learners in order to identify the factors that shape their emotional needs. The data were analyzed qualitatively through the MAXQDA software. The findings revealed five major themes of students’ emotional needs: instructor support, self-confidence, self-expression, motivation and peer support. The study has implications for establishing and encouraging an emotion-oriented L2 education.

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Qualitative Inquiry as Praxis in L2 Studies
Volume 1, Issue 2
December 2025
Pages 185-213