【摘要】 移动辅助语言学习（Mobile-Assisted Language Learning, MALL）因其能够显著提升学习者的参与度和教学效率而备受关注。然而，现有研究多聚焦于学生体验，忽视了教师在实施过程中的情感体验与身份建构。本研究基于社会文化理论，采用叙事研究法，聚焦一位大学英语教师在MALL使用过程中的情感演变与身份转变。通过近四年时间内的访谈、对话与反思日志为数据来源，研究揭示该教师经历了“保守初学者—自然使用者—热情追随者”三个身份阶段，分别对应焦虑、接受与自信三种情感变化。同时，其内化过程亦可视为“建立联系—深入学习—批判反思”三个阶段。研究强调情感与身份之间的动态互动，指出技术整合过程中应兼顾教师情感支持，并提出大学英语教师专业发展与教育技术融合的实践启示。更多还原

【Abstract】 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.更多还原