1 Introduction

Academic emotions and their regulation have a significant impact on learners' physical and mental health, foreign language learning motivation, and achievement. The research on second language academic emotions has developed rapidly, but it mainly focuses on the context of writing skills, with insufficient attention paid to other learning contexts such as academic literature reading. Academic literature reading is challenging for beginners and can easily trigger various emotions. Positive emotions can enhance learners' performance, while persistent negative emotions can hinder learning engagement. Therefore, studying the emotional experience and regulation of learners in academic literature reading is of great significance.

2 Literature Review

Introduced the conceptual analysis framework of academic emotions and the integrated model of emotion regulation, providing a theoretical basis for research. Literature review shows that research on second language learning emotions has developed rapidly, with both overall exploration and specific skill analysis. From the perspective of positive psychology, emotional research focuses on the coexistence of positive and negative emotions, which are influenced by multiple factors. The research from the perspective of specific skills mainly focuses on second language writing, and emotional regulation strategies are individualized. Existing research mostly explores the relationship between emotions and second language learning from a holistic perspective, lacking research on emotional experiences and regulation in academic literature reading, which is not conducive to improving learners' academic literacy. This study focuses on emotional experiences and regulation in academic literature reading, exploring the arousal of emotional experiences and the use of regulatory strategies.

3 Research Methods

Introduced research methods, including research field, participants, data collection and analysis. The research field is a freshman seminar at a foreign language university, with a total of 25 students. Five students participated in the study, with an average age of 18 and over 10 years of English learning experience. The data collection is mainly conducted through interviews, totaling 13 hours, at the beginning, middle, and end of the semester, focusing on academic literature reading experience and actions. Simultaneously collect physical materials such as reading texts and notes from students. The analysis method combines the academic emotion classification framework and the emotion regulation integration model (ERAS), and extracts emotional experiences and regulation strategies through repeated reading, primary coding, and categorical analysis and induction.

4 Discoveries and Discussions

Research has found that emotional experiences in academic literature reading have stages, contexts, and individualities. Learners experience three major types of emotions during the reading process: cognitive, social, and achievement emotions. Achievement emotions are further divided into three subcategories: activity emotions, retrospective outcome emotions, and prospective outcome emotions, totaling 23 specific emotions. The emotional experience of learners develops from negative high arousal to positive high arousal. In the early stage, negative medium high arousal emotions dominate, in the middle stage, emotions tend to flatten, and in the later stage, positive high arousal emotions dominate. Emotional experience is influenced by both individual and environmental factors, and learners adopt a series of strategies to regulate negative emotions and shift them towards positive ones.

5 Conclusion

This chapter summarizes the qualitative research on learners' emotional experiences and emotion regulation strategies in academic literature reading. Research has found that learners have rich emotional experiences during the reading process, showing a dynamic change from negative to positive, with phased characteristics. Participants adopt different emotional regulation strategies, among which correcting internal emotions is the core strategy. The choice of emotion regulation strategies is influenced by both situational and individual factors. Research supports that negative emotions can be regulated through learner agency, enhance resilience, and are crucial for academic achievement. Positive academic emotions provide psychological resources for academic achievement. The research has expanded the study of second language emotions, providing insights for emotion research and second language teaching. Future research can further explore the complex changes and underlying mechanisms of emotional experience and regulation, in order to promote learning and research. In teaching practice, teachers can pay attention to individual emotional experiences, work together with learners to regulate emotions, and leverage the positive role of emotions in learning.