The present study investigates the emotional experiences of ten English as a foreign language (EFL) female students during an English vocabulary-building course, through the lens of Barrett’s Theory of Constructed Emotion (TCE). The data were collected using a background questionnaire, reflection paragraphs, and semi-structured interviews and were analyzed primarily by applying thematic analysis methods. The TCE was used to explain the wide range of emotions experienced and the reasons for fluctuations within a single EFL vocabulary course. The results revealed a diverse spectrum of emotions, including enjoyment, confidence, pride, anxiety, boredom, embarrassment, and blame, underscoring the TCE's premise that emotions are intricately constructed and influenced by personal learning experiences, the appraisal of learning events, contextual factors, and social interactions. Moreover, the study found that emotions are not only influenced by the situational context but also shape the situational context in turn. Thus, the findings highlighted the open and interactive nature of the systems students use to construct their emotions. Importantly, the study uncovered the strategies students employ to manage their emotions, highlighting the active role students play in shaping their emotional experiences. The findings provide valuable insights for EFL teachers, suggesting the need for a supportive and empathetic teaching environment that acknowledges the emotional dimensions of EFL vocabulary learning. By understanding and addressing these emotional aspects, teachers can better assist learners in managing their emotions, thereby optimizing vocabulary acquisition and enhancing overall learning outcomes.
