Alleviating the Burden of Anxiety: Enjoyment as a Shield for Foreign Language Self-Efficacy

Learner emotions matter greatly for foreign language (L2) learning. However, negative learner emotions, such as anxiety, have vastly overshadowed positive ones, like enjoyment, in L2 research for decades. Echoing the need for more holistic and balanced insights into emotions, this study probed into how foreign language (classroom) anxiety (FLCA/FLA) and foreign language enjoyment (FLE) jointly predict foreign language self-efficacy (FLSE). The study further investigated the mediating role of FLE in the link between FLCA and FLSE. Data were collected from 285 tertiary-level students learning English as a foreign language (EFL) in Türkiye, using a composite survey. Correlation coefficients revealed a strong positive link between FLE and FLSE, a moderate negative link between FLCA and FLSE, and a small negative link between FLCA and FLE, all at significant levels. Structural equation modeling results demonstrated that FLCA negatively impacted FLSE, both directly and indirectly through partial mediation of FLE. Therefore, boosting FLE in foreign language learning settings can both help enhance students’ FLSE and partially mitigate the negative influence of FLCA on FLSE. Pedagogical implications are offered to foster emotionally supportive learning environments by maximizing enjoyment, thereby promoting higher self-efficacy and buffering the disruptive impact of heightened anxiety in L2 classes. These include providing topic and task alternatives based on student needs and interests, using regular student feedback sessions, and implementing enjoyment-focused pre- and in-service teacher education practices to optimize enjoyment in L2 classes.