Blended classroom assessment (CA) has become commonplace in the post-pandemic era,
offering advantages but also presenting challenges for English as a Foreign Language
(EFL) teachers. These challenges can impact teachers' emotional experiences, distinct from
face-to-face or purely online environments. However, scant research exists on how EFL
teachers employ emotion regulation (ER) strategies in blended CA within EFL contexts. This
qualitative study examines how eight EFL teachers at a university in southwestern China …

Blended classroom assessment (CA), a combination of traditional and technologybased
methods of summative and formative assessment in both in-person and online learning
environments (Koç et al., 2015), has become the new normal in the postpandemic era. As
digital technologies continue to revolutionize assessment (Miranda et al., 2022), there is a
growing need for teachers to adapt their practices to effectively assess student learning in
blended environments (Singh, 2021). Blended CA offers opportunities for teachers, such as …