Abstract
The integration of Artificial Intelligence (AI) has significantly changed the picture of L2 writing teaching and learning. This qualitative study explores this emotional dichotomy, drawing data from interviews and narrative frames (Barkhuizen, 2014) with nine writing lecturers of English majors from five different universities in Ho Chi Minh City. Findings reveal that positive emotions, such as excitement and satisfaction, can be observed during lesson planning and content preparation. In contrast, negative feelings of frustration, anxiety, and being overwhelmed arose from concerns over academic integrity and the decline of students' critical thinking skills. To manage these challenges, teachers are developing strategies like requiring in-class, handwritten work, establishing clear AI usage policies, and blending AI suggestions with peer and teacher feedback. This research highlights the significant emotional labor in AI adoption and underscores the urgent need for professional development that equips teachers to navigate these new pedagogical and emotional demands.