Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to and Negative Emotions (Dewaele & Li, 2020). A growing number of scholars begin study learners’ a more holistic perspective. present investigated the levels sources foreign enjoyment (FLE) classroom anxiety (FLCA) 231 Chinese EFL undergraduates with intermediate low English proficiency. found moderate both FLE FLCA among participants. However, level was much lower than international domestic samples, while showed opposite pattern. There no significant gender difference emerged for FLE, female participants reported their male counterparts. Moreover, between proficiency students. Qualitative data analysis confirmed that closely related teacher factors learners themselves. Based these findings, pedagogical implications were provided teaching China.