An investigation into the Interrelationship between Foreign Language Enjoyment, Foreign Language Classroom Anxiety, and HUFLIT Students’ Performance
DOI:
https://doi.org/10.54855/ijte.25534Keywords:
Foreign language enjoyment, foreign language classroom anxiety, performanceAbstract
Language learners experience both enjoyment and anxiety in foreign language classrooms, and these emotions can significantly impact learning outcomes, especially in contexts where international English certificates are required for graduation. This study was conducted to explore students’ levels of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) when learning English. The study involved 98 students from HUFLIT. A questionnaire in the form of a 5-point Likert scale, including 57 items, was administered to the students. The results revealed that a high level of FLE and an average level of FLCA were experienced during learning. In addition, among the factors of FLE, namely FLE personal, FLE social, FLE teacher appreciation, FLE teacher appreciation was proved to have the strongest impact on learners' FLE. Finally, students’ personal actions in struggling with anxiety were shown to be the element that caused the highest level of anxiety. Based on the results, several pedagogical implications were drawn to help maximize students’ enjoyment and minimize their anxiety in learning English.
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