To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task

The relationship between foreign language anxiety (FLA) and enjoyment (FLE) experienced during a creative collaborative oral English-as-a-foreign-language task, the relationships FLE/FLA task speech fluency were investigated. was performed by mid-intermediate/high-intermediate English learners ( N = 43) in groups culminated 2-minute monologues every participant, breakdown (the ratio length of mid- end-AS unit pauses) speed (mean run, articulation rate, phonation time ratio) utterance which measured. FLA FLE fluctuated parts, form negligible to medium-strong negative. There numerous negative links fluency, less positive various strength. These lend support earlier claims that is associated with impaired second (L2) outcomes emotions may facilitate L2 learning/performance. processing/practice preceding monologue examined more frequent stronger than monologue, pointing possible depletion improvement processing caused respectively especially this stage. linked indices formulation/encoding. In regression analyses, proficiency strongest predictor followed much weaker predictive power then FLE, be related participants’ relatively high advancement. results imply teachers exploit emotional impact learning tasks attend atmosphere classes, their enjoyability.