A Narrative Inquiry of a University English Teacher’s Emotional Experience and Identity Construction in Mobile-Assisted Language Learning

Mobile-Assisted Language Learning (MALL) has garnered substantial attention due to its demonstrated potential for significantly enhancing learner engagement and instructional effectiveness. However, current research primarily foregrounds learners’ experiences, often overlooking the emotional trajectories and teachers’ identity construction during its implementation. Grounded in Sociocultural Theory (SCT), this study employs a narrative approach to examine the emotional evolution and identity transformation of a university English teacher adopting MALL. Drawing on nearly four years of empirical data—including interviews, dialogues, and reflective journals—the analysis reveals that the teacher progressed through three distinct identity stages: a conservative novice, a natural user, and an enthusiastic adopter. Each stage aligned with an emotional transition, moving from anxiety to acceptance and, ultimately, to confidence. His internalization of MALL unfolded across three sequential phases: establishing connections, deepening learning, and engaging in critical reflection. This study underscores the dynamic interplay between emotion and identity and posits that effective technology integration must attend to teachers’ emotional support needs. The findings may offer valuable insights for the professional development of university English teachers and for the strategic integration of educational technology.