1. Introduction

This chapter introduces the role of emotions in foreign language classrooms, emphasizing both negative emotions such as anxiety and positive emotions such as enjoyment. It also highlights the lack of research on the interactions between learner and teacher variables in shaping classroom emotions. The study aims to fill this gap by examining the relationship between FLE and FLA and the influence of learner and teacher variables on these emotions among high school students in Xinjiang, China. It utilizes multiple regression modelling to consider the interaction effects of both learner and teacher variables, contributing to the ecological perspective of language learning.

2. Literature Review

The literature review covers empirical studies on the negative correlation between foreign language anxiety (FLA) and foreign language enjoyment (FLE) in FL classrooms, emphasizing the distinction between these emotional dimensions. It also delves into learner and teacher variables influencing anxiety and enjoyment levels among students, emphasizing their interconnectedness. Furthermore, the review points out that learner and teacher variables have largely been studied independently, depicting the FL classroom as a complex system where both variables interact. Moreover, the limited research on this interaction and its impact on the FL classroom emotional climate prompts the need for a new approach that considers these variables simultaneously, leading to new contributions to this field of research.

3. Research Questions

This chapter discusses four research questions, including the levels of FLE and FLA among high school students in Xinjiang, the correlation between FLE and FLA, the impacts of learner and teacher variables on FLE and FLA, and the most enjoyable and anxiety-inducing experiences within the FL classroom according to high school students in Xinjiang.

4. Methods

This chapter describes the participants, instruments, and methods used in the study. The study included 250 Chinese high school students learning English as an L2 in Xinjiang. The participants completed questionnaires on foreign language enjoyment (FLE) and anxiety (FLA), rating their English language proficiency, attitudes towards their teachers, and the frequency of English use by their teachers. The data was collected using Microsoft Forms and the responses were then analyzed using multiple linear regression models. Additionally, qualitative analysis of the written responses was conducted using NVivo 12.

5. Results

significant sense of accomplishment in their English learning. Mentions of “artistic creations during English classes” (PNT18, female, age 18), “conference presentations in English to share my research” (PNT112, female, age 17), and “taking part in English debating competitions” (PNT75, male, age 18) were provided as instances demonstrating personal accomplishments in learning English.

In contrast, students' experiences of anxiety within the FL classroom predominantly reflected learners’ apprehensions of lagging behind or not excelling in English. Responses showed that numerous students felt distressed during class when compared to their peers. These sentiments were primarily linked to either learners’ self-imposed pressure or external performance evaluations: "When falling short of expectations and goals" (PNT2, male, age 17), "I feel anxious and agitated," (PNT48, male, age 17), and "Whenever English test results are lower than anticipated" (PNT170, female, age 16). Additional sources of anxiety surfaced from in-class competitions and group activities, which prompted students to display their English competencies in a public manner. Here, learners reported feelings of unease and apprehension: "Need to present English speaking abilities in public spaces” (PNT74, male, age 17) and "Participating in spontaneous English dialogue in groups” (PNT164, female, age 16). The fear of making grammatical errors, mispronouncing words, and failing to maintain smooth English fluency were recurrent themes amongst anxious students.

In sum, the qualitative analysis findings showed that the major causes of enjoyment and anxiety within FL classrooms arose from students' internal and external circumstances, varying from private to social domains. Nonetheless, certain learner and teacher factors were found to play crucial roles in shaping classroom emotions, as determined by the quantitative analyses.

6. Discussion

The chapter discusses the relationship between FL enjoyment (FLE) and FL anxiety (FLA) among high school students in Xinjiang. It reveals that, on average, FLE scores are higher than FLA scores, suggesting that students experience higher levels of enjoyment than anxiety within their FL classrooms. It also examines the impact of learner and teacher variables on FLE and FLA, finding that these variables have a more significant influence on FLE compared to FLA.

In relation to learner variables, the study finds no significant difference in FLE and FLA scores based on gender, but Grade, Self-reported English Proficiency, and Learners’ Attitudes towards Teachers do have significant main effects, influencing FLE and FLA scores. For teacher variables, Teachers’ Frequency of English Use and Learners’ Attitudes towards Teachers also have significant main effects, exclusively impacting FLE, with a substantial impact of the former.

The study also explores the relationships between learner and teacher variables, indicating that they are not entirely distinct dimensions. It highlights the importance of considering interaction effects between these variables within multivariate models to better understand FL classroom emotions. Finally, open-ended questions indicate that learners’ enjoyment is primarily derived from private and social experiences, emphasizing the significance of collaborative efforts between teachers and students, as well as a supportive classroom ecosystem for L2 learning.

7. Conclusion and Limitations

This chapter discussed the findings of the study, which revealed that high school students in Xinjiang experienced higher levels of enjoyment compared to anxiety within FL classrooms, with a small yet significant negative correlation between enjoyment and anxiety. The effects of learner and teacher variables on emotions in FL classrooms were not entirely discrete, and there were notable interactions among these variables. The study suggested that effective FL classrooms thrive on positive emotions stemming from learners, peers, and teachers, and fostering such environments requires increased learner engagement, peer support, and teachers creating positive emotional environments. The study also identified several limitations, including reliance on questionnaire data, the lack of consideration of ethnicity, and the need for longitudinal studies to explore dynamic changes in emotional experiences. Future research should incorporate follow-up interviews, classroom observations, and longitudinal studies to further explore these factors.