Exploring EFL students’ digital well-being through scenario-based assessment: A vignette study in Vietnamese universities

Abstract

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.