Exploring the Dual Dynamics of Language Anxiety and Enjoyment in EFL Learners

Abstract

In recent years, there has been a growing body of research examining the role of positive psychology in language learning and achievement. However, the predominant focus has been on the impact of negative emotions, while positive emotions have often been overlooked. Moreover, the idea that two opposing emotions can occur simultaneously in language classrooms has been given very little attention. This study, therefore, aims to address this research gap by investigating both negative and positive emotions in English as a foreign language (EFL) learners. Employing a qualitative perspective, in-depth interviews were conducted to elucidate the influence of positive psychology on EFL learners and their academic achievements. The data analysis revealed key determinants of foreign language anxiety (FLA), contributors to foreign language enjoyment (FLE), and the significance of perceived competence in shaping EFL learners’ overall language outcomes. The results highlight the critical role of creating a positive classroom environment that promotes enjoyment and reduces anxiety. Increased enjoyment in the foreign language classroom can enhance learning motivation and behaviors, ultimately leading to improved learning outcomes. This research contributes to a more comprehensive understanding of emotions, specifically the interplay between positive and negative ones, and their impact on the language learning process.

Keywords

• anxiety
• enjoyment
• EFL learners
• affective variables

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