This study examined the emotional experiences of Indonesian EFL learners and
their influence on their English language acquisition and growth using semi
structured interviews and weekly reflective journals written over a period of five
weeks. Using Braun and Clarke's (2006) six-step thematic analysis, four major
themes emerged: emotional experiences of language acquisition, contextual and
interpersonal influences, emotions as drivers of learning and development, and
cognitive and affective challenges in learning. The results show that students felt
both negative feelings, such as boredom and anxiety, as well as positive emotions
like enjoyment, hope, and pride. While negative emotions hinder concentration and
participation, positive emotions were substantially linked to increased motivation,
engagement, and perceived progress. However, learners actively controlled their
emotions and used learning strategies to manage challenges, often transforming
negative experiences into opportunities for growth. The study also shows that peer
interactions, teachers, classroom surroundings, task difficulty, and task relevance
all had a significant impact on how students felt. Overall, the results show that
emotions are powerful and dynamic factors that can both support and hinder EFL
learning.

Keywords: EFL learner emotions, emotional experiences, motivation and
engagement, learner emotional regulation.