This study investigates the emotional experiences of Saudi female EFL learners during a vocabulary-building course, using Barrett’s Theory of Constructed Emotion (TCE) to interpret findings. Data was collected through reflection paragraphs and interviews with ten students, revealing a spectrum of emotions, including confidence, enjoyment, pride, anxiety, boredom, and frustration. Positive emotions such as confidence and enjoyment were associated with successful vocabulary acquisition and engagement in relevant topics, while negative emotions, particularly boredom, stemmed from rote memorization tasks and test-related stress. TCE suggests that these emotions are dynamically constructed, influenced by personal learning goals, social context, and individual interpretation of learning events.
Students employed various strategies to regulate emotions, such as repetitive practice, contextualizing vocabulary, and memory aids, which helped enhance retention and mitigate negative feelings. The study highlights the role of supportive and empathetic classroom environments in facilitating vocabulary acquisition, advocating for teaching practices that address the emotional dimensions of learning. Findings suggest that fostering positive emotional experiences can enhance vocabulary retention, providing insights into more effective, emotionally responsive EFL instruction.