The effective and confident integration of information communication technology (ICT) tools and programs can be frustrating. Hence, providing emotional support for teachers who are willing to adopt ICT in language instruction is an issue worthy of attention. In order to promote ICT-supported language instruction, this study aims to identify the contexts and types of emotions experienced by teachers. Teachers in universities of technology were invited to participate in this study in order to share their experiences and emotions in applying ICT in language courses. We address the following research questions: 1) What are the current practices of ICT by language teachers in higher education? 2) What emotions are involved in the integration of ICT into language courses? Questionnaires and interviews were adopted to collect relevant data. The results showed that teachers have positive attitudes toward integrating ICT integration but a gap exists between the extent to which teachers enjoy using technology and the degree to which they use the technology in their classes. Regarding the emotions expressed by teachers, most were happy with their utilization of ICT. However, negative emotions experienced are anxiety, anger, and sadness. These negative emotions often resulted from unexpected responses, student performance, or the technological equipment.