The Relationship Between Chinese EFL Learners’ Learning Anxiety and Enjoyment in a Blended Learning Environment

Abstract

For the past two decades, learner psychology in relation to second language acquisition (SLA) has been a hot topic, and negative emotional variables in students’ language learning have attracted a lot of attention. More recently, focus has shifted to a positive emotion, enjoyment, and its relationship with anxiety. The present mixed-method study investigated the levels of FLCA and FLE of 228 Chinese EFL learners, the correlations between the two and the sources evoking these two emotions in a blended learning environment. Considering the questionnaire’s findings, participants reported relatively high levels of FLE (Mean=3.53, SD=.61) and low levels of FLCA (Mean=3.12, SD=.42). There was no significant correlation between FLCA and FLE, according to correlation analysis. Additionally, a qualitative investigation of students’ emotional experiences found that FLCA was more closely tied to learner-internal factors while FLE was to the teacher. The conclusions have pedagogical ramifications for EFL teaching in China’s educational system.