| dc.description.abstract | English-speaking anxiety (ESA) is a feeling frequently encountered by students
during English education in our country. It is a known fact that ESA is a negative emotion
and has negative effects on language learning. Apart from this, the notion of Foreign
Language Enjoyment (FLE), distinct from anxiety, constitutes a positive emotion in
contrast. This inquiry centers on the correlational analysis between ESA and FLE within
the educational context of secondary school learners. Additionally, the study explores the
impact of several independent variables, including grade level, gender, and type of
school, on secondary school students' levels of ESA and FLE. To investigate the
correlation between ESA and FLE, a relational survey model, a well-established
quantitative methodology, was chosen. The "English Speaking Anxiety Scale", designed
by Orakçı (2018), was used to collect data. To assess students' FLE the study employed
the well-established "Foreign Language Enjoyment Scale" developed by Dewaele and
MacIntyre (2014). The data was analyzed using the SPSS software. The findings of this
study revealed that secondary school students exhibit a moderate level of ESA, while
concurrently demonstrating high levels of FLE. Moreover, it was observed that
independent variables such as grade level, gender, and type of school could have an
impact on ESA and FLE. Lastly, the findings reveal a weak negative correlation between
ESA and FLE. The outcomes of this investigation emphasize the significance of
acknowledging the array of emotions encountered by secondary school students
throughout their English language learning endeavor. | en_US |
