ABSTRACT
Background and purpose: Previous research showed that Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) were negatively correlated but essentially independent dimensions. The current study confirms this finding with new additional empirical evidence.
Methods: This mixed-methods study is based on feedback from 750 FL learners around the world obtained via an online questionnaire. Quantitative data were Likert scale responses. Qualitative data (descriptions of classroom episodes in which participants experienced intense FLE and FLCA) was coded according to the source(s) of the emotion.
Findings: Correlation analyses confirmed that FLE and FLCA are separate dimensions. Multiple regression analyses revealed that FLE was mostly predicted by teacher-centered variables while FLCA was mostly predicted by the personality trait Emotional Stability. This finding was confirmed in the analysis of participants’ words. The most frequent cause of the FLE experience was the teacher, while FLCA experiences were most frequently linked to the self.
Conclusion: FLCA is less context dependent than FLE.
Pedagogical suggestions: Teachers may rather focus on boosting FLE in a positive classroom environment rather than worry over FLCA.
