The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

中文翻译：

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沙特本科 EFL 学生的课堂享受和焦虑：性别重要吗？

当前研究的动机是由于积极心理学运动的兴起（Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014），最近对积极和消极情绪在外语学习背景下的影响产生了兴趣。它研究了在沙特阿拉伯公立大学就读的 487 名英语作为外语 (EFL) 学生（340 名女性，147 名男性）的外语享受 (FLE) 结构及其与外语课堂焦虑 (FLCA) 的关系. 使用了基于 10 个项目的李克特量表评级 (Dewaele & MacIntyre, 2014) 的 FLE 测量，以及基于从 FLCAS 中提取的 8 个项目的 FLCA 测量 (Horwitz et al., 1986)。男女学生的 FLE 和 FLCA 水平相同。相关分析显示，学生的FLE与FLCA呈显着负相关。对参与者学习经历的定性分析揭示了沙特 EFL 学习者中 FLCA 和 FLE 的原因。