Learning English for the first time can bring various emotional and affective
experiences for young learners, which may influence their learning journey in the
long term. This study aims to (1) explore the emotional experiences of elementary
students during their first-time formal English learning, and (2) examine the
affective factors that influence their initial learning experiences, focusing on self
esteem and motivation. This study employed a narrative inquiry design, using semi
structured interviews and narrative frames with six fifth-grade students categorized
as high, medium, and low achievers. Thematic narrative analysis was used to
analyze the collected data while maintaining the coherence of each participant’s
story.
The findings showed that students experienced positive activating emotions
(excitement and curiosity) during interactive activities, while negative activating
emotions (nervousness and anxiety) appeared when facing unfamiliar vocabulary
and when comparing themselves with peers. Negative deactivating emotions, such
as boredom, were rarely found but occurred when activities felt repetitive.
Regarding affective factors, students’ self-esteem varied across global, situational,
and task-based contexts, influencing their confidence during reading, writing, and
speaking tasks. Motivation was both intrinsic (enjoyment, curiosity) and extrinsic
(school requirements, future aspirations), affecting their engagement and
persistence in learning English. These findings emphasize that first-time English
learning experiences significantly shape students’ perceptions, emotional
responses, and participation, highlighting the need for emotionally responsive and
student-centered learning environments for young learners.