Emotions influence the process of conceptual development. The materialization process of Concept-Based Pragmatic Instruction (C-BPI)is the central step for conceptual internalization, in which learners’ emotional progressing states and regulating factors deserve further study. Therefore, this study investigates higher-level and Lower-level college English students’ emotional feedback and mediated factors during their materialization process of modal verbs. The results reveal that the number of higher-level and lower-level students who experienced positive emotions is more than those who were in negative emotions. Tools offer primarily positive mediation to students, while negative mediation could be transformed into positive mediation with assists of different positive mediated factors. Higher-level learners attain more diverse tool-regulation, while lower-level learners depend more on self-and other-regulation than higher-level learners.