University of Isfahan Applied Research on English Language 2252-0198 2025 12 16 EFL Freshmen’s Emotions and Emotion Regulation Strategies in AI-Supported Collaborative Argumentative Essay Writing 30023 10.22108/are.2025.146800.2621 EN Berlinda Mandasari The State University of Malang, Indonesia Teknokrat Indonesia University, Indonesia Yazid Basthomi The State University of Malang, Indonesia Universiti Sultan Zainal Abidin, Malaysia Mirjam Anugerahwati The State University of Malang, Indonesia Anik Nunuk Wulyani The State University of Malang, Indonesia Journal Article 2025 09 25 The integration of artificial intelligence (AI) in higher education has transformed writing instruction. Still, little is known about how AI-supported collaboration shapes first-year students’ emotional experiences during argumentative essay writing. Emotions influence students’ engagement, idea negotiation, and overall writing performance, particularly in the English as a Foreign Language (EFL) context. This study investigates EFL freshmen’s emotions and emotion regulation strategies in AI-supported collaborative argumentative essay writing across the stages of planning, execution, and evaluation. Using a multiple case study design, seven EFL freshmen from a private Indonesian university participated. Data were gathered through reflective journals and in-depth interviews, and were analyzed thematically. The findings show that students experienced both positive and negative emotions throughout the writing process, with negative emotions, such as anxiety, confusion, overwhelm, and stress, being more dominant. These emotions were linked to cognitive demands, including topic selection, evidence integration, and revision, as well as social factors such as unequal contribution and fear of negative judgment. Although AI tools helped with linguistic accuracy and text organization, they did not fully address deeper emotional and motivational challenges. Students used various regulation strategies, including attention deployment (seeking online sources), cognitive change (breaking tasks into smaller ones, positive self-talk, task prioritization), and response modulation (taking breaks, consulting AI tools). The study highlights the need for pedagogical frameworks that combine emotional support with cognitive skill development to promote equitable and reflective collaboration in AI-supported EFL writing. https://are.ui.ac.ir/article_30023_948b6bfae6109276ccfc02772e4211a2.pdf