Yan Ranran
ABSTRACT
This research explored the interrelationship between emotional regulation difficulty, academic procrastination, and academic performance among Chinese college students in English as Foreign Language (EFL) classes. Employing a qualitative research design, the study investigated how students manage emotional challenges and delay academic tasks, and how these factors affect their overall learning outcomes. Data were collected through semi-structured interviews and open-ended surveys from a sample of college students enrolled in EFL courses. The analysis adopted a thematic approach to identify key patterns in students’ emotional regulation strategies, reasons for procrastination, and the cultural and contextual factors that influence these behaviors. Findings indicate that emotional regulation difficulty is closely associated with increased academic procrastination, often rooted in anxiety, low self-efficacy, and cultural norms of emotional suppression. Based on these findings, the study proposes practical recommendations for EFL educators to integrate emotional support and time management training into language instruction. This research contributes to the growing
discourse on learner psychology in second language acquisition by emphasizing the need for holistic, learner-centered approaches that address both affective and cognitive dimensions. It offers valuable insights for educators, curriculum designers, and policymakers seeking to enhance EFL learning outcomes in culturally relevant ways.
Keywords: emotional regulation difficulty, academic procrastination, EFL classes, Chinese college students
https://doi.org/10.57180/ivel2893