TRACING ENJOYMENT AND ANXIETY IN THE EFL CLASSROOM OVER TIME

Abstract

Recent research in second and foreign language education emphasizes that emotions are dynamic, context-dependent processes instead of fixed learner traits. This qualitative study investigates how Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA) develop, interact, and fluctuate over time within an English as a Foreign Language (EFL) classroom. The study involved 4 learners who participated over 5 weeks. Data were gathered through weekly structured narrative frames and a focus group interview, enabling monitoring of each learner’s emotional journey across repeated classroom experiences. A thematic analysis was used to identify patterns of emotional fluctuations, triggers, and adaptive changes. Findings showed that learners’ emotions were context-dependent and adaptable. Pair and group activities promoted enjoyment and reduced anxiety, while whole-class speaking and unpredictability typically heightened anxiety. Enjoyment and anxiety often co-occurred, and moderate anxiety in supportive settings sometimes improved performance. By providing longitudinal qualitative insights into the dynamic interplay of FLE and FLA, this study contributes to the growing body of emotion research in language education.