Acceso usuarios
Simao Elias Luis
This study explores the relationship between foreign language enjoyment (FLE) and classroom anxiety (FLCA) among (n = 187) Mozambican undergraduate English learners. It also examines the influence of socio-biographical variables, as well as learner-internal and learner-external factors on FLE and FLCA. The findings show that students experienced significantly more enjoyment than anxiety in their English classes. A negative correlation was observed between FLE and FLCA, indicating that higher levels of enjoyment are associated with lower anxiety. The study also demonstrates a positive relationship between attitudes towards English and FLE, suggesting that positive language attitudes enhance class enjoyment. However, language attitudes are negatively related to FLCA, indicating that they may reduce classroom anxiety. Teacher behaviours were positively correlated with FLE. Gender and age differences were also significant, with females and younger students experiencing higher anxiety levels than their counterparts. Regression analysis indicated that attitudes towards English and teacher behaviours account for 28.3% of the variance in FLE, with teacher friendliness being the most influential factor. The study underscores the importance of understanding the interplay between FLE, FLCA, attitudes, and teacher behaviours in enhancing the learning experience. This highlights the role of educators in fostering an environment conducive to enjoyment and reduced anxiety.
