Foreign Language Enjoyment and Anxiety: Associations With General and Domain-Specific English Achievement

Abstract Recent research has confirmed the predictive effect of general foreign language (FL) achievement on Foreign Language Enjoyment (FLE) and Classroom Anxiety (FLCA). However, few studies have examined domain-specific in shaping FL learning emotions. The present study thus aims to examine how FLE FLCA are linked overall self-perceived six different domains across listening, speaking, reading, writing, vocabulary, grammar. A total 1, 415 Chinese senior secondary students participated questionnaire survey. Regression analyses showed that 1) both were predicted more by English proficiency, while less actual achievement; 2) perceptions speaking grammar competence significant predictors emotions; 3) perceived reading significantly but not FLCA; 4) vocabulary neither nor FLCA. implication is domain-specificity should be taken into consideration future explorations