Sadegh Ghafari Farsani - M.A. in TEFL, Instructor, Department of Foreign languages, Farsan Center, Payame Noor University, Farsan, Iran.
Mehdi Pourbafrani - M.A. in TEFL, Instructor, Department of Foreign languages, Nain Branch, University of Applied Science and Technology, Nain, Iran.
Kamran Heidari - M.A. in Educational Psychology, Instructor, Farsan Branch, University of Applied Science and Technology, Farsan, Iran.
Ghodratollah Zare - M.A. in TEFL, Department of Foreign languages, Yazd Branch, Islamic Azad University, Yazd, Iran.

This study aims to contribute to the body of knowledge on how foreign language learning motivation is shaped by emotional experiences. Analysis and interpretation of findings was done using a Grounded Theory approach in order to focus on the views of the participants themselves. Findings reveal the influence of emotional reactions on foreign language learners' motivation. Emotions, whether negative or positive, impact not only negatively but also positively. Emotional reactions reported by participants mainly originated from teachers' interpersonal skills and the classroom environment. Although participants in this study reported more negative than positive affective experiences, the outcomes of these experiences were positive. The study highlights the crucial role language learners' emotional experiences have on their motivational behaviour and the significant influence teachers have on this. Recommendations for language teachers are offered so they can help foreign language learners minimise the negative impact of emotional experiences on their learning process, and promote positive emotions conducive to learning and energising learners' motivation

Learners' motivation, Emotional experiences, Foreign language learning, Motivation