Predicting EFL Learners’ Achievement from Their Two Faces—FLE and FLCA

Foreign Language Enjoyment (FLE) and Classroom Anxiety (FLCA) are a Janus-faced concept (Dewaele & MacIntyre, 2014). This study adopted mixed-method approach to investigate how FLE interacts with FLCA predict be predicted by (FL) achievement among 589 undergraduate learners of English as foreign language (EFL) at key non-key university in Northwest China. Participants reported more than FLCA. Significant school differences were found regarding the investigated variables. regulated debilitating aspect positively facilitating FLCA, whereas anxiety, turn, increased via motivation sense success. significantly FL vice versa. Qualitative analysis revealed that learner-internal variables major sources Facilitating anxiety was connect both quantitative qualitative data, although exerted influential role.