Exploring The Link Between Anxiety, Enjoyment and Achievement in Foreign Language Classes

Abstract

The present study critically examines the relationship between foreign language enjoyment, foreign language anxiety, and language achievement in the Turkish context. This research is designed to investigate the role of positive emotions in the field of language education. The current study is carried out in the spring term in the 2019-2020 academic year. Participants are 233 fifth-grade students studying at a state secondary school. In this study, a mixed-method research design is adopted. The quantitative part of the study is conducted by using two questionnaires, which are Foreign Language Enjoyment scale and Children’s Foreign Language Anxiety Scale. Qualitative data is collected by using semi-structured interviews and reflective journals. A total of 12 students participate in the qualitative phase of the study. Data is analyzed through descriptive and inferential statistics, as well as content analysis. It is found that students experience a high level of enjoyment and a moderate level of anxiety in their English classes. No significant difference exists between FLE and gender. On the other hand, the results indicate that gender is a significant determinant of FLA. It is also revealed that teacher strictness is a factor associated with both FLE and FLA. Moreover, a negative correlation is detected between anxiety and enjoyment. One of the most important findings of the study is that FLE is a predictive factor for language achievement. The qualitative results indicate that language anxiety and language enjoyment stem from self, teacher, and classroom environment.