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Abstract
This qualitative investigation explored Gen Z EFL learners’ experiences with a brain-based and compassion-oriented instructional model regarding its effects on writing fluency and emotional regulation. Using a phenomenological research design, the study examined the lived experiences of 15 Iranian intermediate learners. Data were gathered during 8 weeks from writing samples, reflective journals, and semi-structured interviews. Thematic analysis revealed three major themes: enhanced emotional safety, increased engagement and motivation, and higher self-awareness in writing. Students indicated that they employed affective strategies, such as mindful breathing and emotional labeling to manage writing anxiety, especially in latter weeks of the course. Writing samples also indicated consistent improvement in fluency including increased word count, greater sentence complexity, and improved coherence. The results support the use of cognitive-affective instruction models to encourage emotionally safe and intellectually enriching learning conditions. By combining brain-based learning processes with compassionate teaching, the model introduced a supportive environment for Generation Z learners to regulate their feelings and improve their writing performance. This research fills a significant gap in Iranian EFL studies and recommends practical implications for EFL teachers, curriculum planners, and teacher education courses to adopt mindfulness, affective support, and reflection in teaching writing. The research finally advocates a shift from form-focused to student-centered approaches that prioritize both academic development and emotional well-being in EFL settings.