The relationship between foreign language classroom anxiety, enjoyment, and expectancy-value motivation and their predictive effects on chinese high school students` self-rated foreign language proficiency

HIGHLIGHTS

SUMMARY

Some argued that of the dimensions of FLCA, communication apprehension was the most relevant component and the strongest predictor of FL performance (Cheng et_al, 1999; Shao et_al, 2019), while others maintained that the fear of negative evaluation was the leading factor to trigger students` language anxiety which could have adverse effects on language performance (He et_al, 2021). To this, FLA was also found to be associated with an array of learner inter/external variables in FL learning, such as learners` age, gender, mindset, motivation, self-efficacy, learning strategy use, and teacher characteristics (e_g, Ewald . . .

 



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