本研究运用系统综述的方法选取CSSCI和外语核心期刊发表的51篇有关数字化外语学习情绪的文章，对纳入研究的研究趋势、理论框架、研究方法和研究结果进行内容分析。研究发现：(1) 51项研究所应用的数字技术已从早期的数据化技术演进到当前的智能化技术，但智能化技术的应用最少；(2)情绪主题从早期的焦虑等负面情绪，逐渐转向对“愉悦”“兴趣”“信心”等积极情绪的关注，近年来还出现了“心理弹性”“幸福感”等更多元的主题；(3) 51篇文章从多学科视角出发，广泛采用了学习焦虑理论、学习投入理论和控制价值理论等理论框架；(4)研究结果主要围绕“数字技术如何塑造情绪”“情绪在数字与传统学习环境的差异”“情绪对学习成效的影响”“情绪与人口学特征的关系”等关键变量展开。本研究为外语学习情绪研究提供了不同发展阶段的累积证据，也为数字时代的外语教学提供了理论参考。

A total of 51 articles selected from the database of Chinese Social Sciences Citation Index and Peking University Index have been systematically reviewed. The publication information, theoretical frameworks, research methods, and findings of the included articles were examined utilizing a content analysis method. The findings suggested that:(1) The technologies integrated in these studies have evolved from data-driven technologies to intelligent technologies, but the intelligent technologies are the least applied.(2) The types of emotions had shifted from negative emotions to positive emotions,and currently, “enjoyment”,“interest” and “efficacy” remain hot topics while more diversified themes such as “psychological resilience” and “well-being” have also emerged.(3) Reviewed studies approached emotions from multidisciplinary perspectives, predominantly utilizing theoretical frameworks such as learning anxiety theory, learning engagement theory, and control-value theory.(4) The primary findings of the included studies predominantly explored key variables including “how digital technology affects emotions”,“comparisons of emotions between digital and traditional learning environments”,“the impact of emotions on learning outcomes”, and “the relationship between emotions and demographic characteristics”. This study provides cumulative evidence for foreign language learning emotion research across different developmental stages and offers theoretical insights for foreign language teaching practices in the digital age.