An Analytical Study on How Enjoyment Influences English Language Proficiency and Anxiety among University Students

Abstract

A primary goal of foreign language (FL) teaching is to equip students to communicate effectively in the target language, making it essential for teachers to foster students’ communication skills. This study examines how foreign language enjoyment (FLE) impacts anxiety and proficiency in English as a foreign language among university students. Using a correlational research method, it explores the relationships between enjoyment, proficiency, and anxiety. The findings reveal a negative relationship between enjoyment and anxiety, while enjoyment positively correlates with proficiency. Anxiety is shown to hinder students’ performance in language classes, whereas positive emotions, such as enjoyment, enhance students' well-being and motivation, supporting their language learning process.