Differences in Foreign Language Enjoyment and Foreign Language Classroom Anxiety in Relation to Year of Study and Gender among Polish Students of English
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Summary/Abstract: The following article examines emotional factors related to foreign language learning, specifically foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA), which can significantly influence students’ motivation and academic performance. Adopting a quantitative, cross-sectional approach, the paper examines the differences in perceived levels of FLE and FLCA and the relationship between them across three years of study, as well as the gender-related differences in FLE and FLCA among Polish students majoring in English. The research material comprises data collected using a self-report questionnaire from 108 Polish undergraduate students enrolled in a bachelor’s programme in English across three academic years. The results indicate that FLE was significantly lower in relation to the year of study, while FLCA was relatively comparable. No significant correlation was observed between FLE and FLCA in any year. Additionally, FLCA levels were consistently higher among female students, but gender seemed to have no effect on FLE. However, the findings related to gender were not statistically significant.

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