ABSTRACT
The classroom can affect the emotions of language learners. This study analyzes students’ anxiety and enjoyment in the classroom context. This study examines the characteristics of FLA and FLE in the EFL classroom and the components of EFL teaching that support them. This study examines 32 annual limited-issue journals (2018–2022). The data shows that FLA and FLE are influenced by motivation, EI and language proficiency, the causes of which are self-concept and FL achievement. This study shows that the teaching component is one component that contributes to FLA and FLE. Teachers, students, CE, and course design support students’ emotions. Under the influence of these interacting components, FLE and FLA self-regulate into a withdrawal state characterized by anxiety and enjoyment. Furthermore, FLE and FLA are responsive to feedback. A simple response such as a teacher explanation, peer assessment, or an unexpected nudge can change it significantly.
