Teacher and Learner Factors Shaping Classroom Emotions: Evidence From High School Students in Xinjiang, China

Abstract This study employed a mixed methods approach to investigate the impact of learner and teacher variables on foreign language enjoyment (FLE) and foreign language anxiety (FLA) among 250 high school English learners in the Xinjiang Uygur Autonomous Region, China, a group that has so far been under-researched. Quantitative analysis results indicated a prevalence of FLE over FLA, demonstrating a significant negative correlation between these emotional dimensions. However, complete overlap between these emotions was not observed. Utilizing multiple regression models in R revealed main effects of Grade, Self-reported English Proficiency, Learners’ Attitudes towards Teachers, and Teachers’ Frequency of English Use on FLE. Conversely, only self-reported English Proficiency exhibited a main effect on FLA. Unlike most prior studies, gender did not exhibit a main effect; however, it interacted with Grade in influencing FLE and interacted with Learners’ Attitudes towards Teachers regarding FLA. Qualitative analysis of participant responses elucidated factors contributing to enjoyable experiences, encompassing authentic English usage, self-recognition, teacher recognition and peer recognition. Conversely, factors such as mistakes made in assignments and unpreparedness for lessons, triggered anxious experiences. The pedagogical implication underscores that the classroom emotional climate is co-shaped by both students and teachers, with teachers playing a pivotal role in fostering FLE.