This study explores the relationship between technology-based collaborative learning and learners' social regulation, academic emotions, and academic presentation. The researchers invited 695 English as a Foreign Language (EFL) students of different ages and learning backgrounds to participate in the research by questionnaire. The validated questionnaires were employed to collect the data. Structural Equation Modeling (SEM) was utilized to examine relationships among variables, while regression analysis assessed the impact of emotional engagement. Multiple regression was used to explore combined emotional effects, and correlation analysis gauged individual emotions' association with performance. The researchers used SPSS (version 27) and AMOS (version 24) software to analyze the data. A synthesis of the research findings elucidated how collaborative efforts facilitated by technology foster a dynamic process of regulating learning, contributing to both individual and collective academic achievement. Furthermore, the intricate relationship between collaborative learning technologies and individual characteristics such as prior knowledge and intrinsic motivation is discussed, emphasizing the multifaceted nature of educational outcomes. Lastly, after a comparison with other similar studies, this study's results highlight the significance of considering technology-mediated collaborative learning environments in enhancing EFL students' academic emotions, experiences, and outcomes. The study concludes with some pedagogical implications and suggestions for teachers, practitioners, researchers, and learners.