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tive correlation between foreign language (classroom) anxiety and enjoyment, they shared only 12.9% variance and the data distribution was quite different indicating that FLE and FLA were essentially independent rather than two pole ends along the same continuum. In other words, the absence of FLA does not guarantee the presence of FLE and vice versa. 

Chapter Three Methodology ........................ 25

3.1 Research Questions ............................. 25

3.2 Participants ........................................ 25

3.3 Instruments ............................... 26

Chapter Four Results and Discussion .......................... 33

4.1 Results ................................ 33

4.1.1 Results of Relationship between FLA and FLE ......................... 33

4.1.2 Results of Sources of FLA and FLE during L2 Oral Production Tasks ............................ 39

Chapter Five Conclusions ....................... 56

5.1 Major Findings ................................ 56

5.2 Implications .................... 57

5.3 Limitations of the Study .......................... 58

Chapter Four Results and Discussion

4.1 Results

Section4.1 contains three subsections. The dynamic FLA-FLE relationship will be presented in sub-section 4.1.1 while sub-section 4.1.2 tends to uncover the sources of Chinese EFL learners’ enjoyable and anxious experiences during the process of L2 oral production. Finally, subsection 4.1.3 explores the influences of FLA and FLE on participants’ speech performances.

4.1.1 Results of Relationship between FLA and FLE

The first research question aims to portray the dynamic correlation pattern between FLA and FLE on an individual level. At first, each participant’s self-rating data on FLA and FLE are used to compute correlations separately across both their prepared and impromptu L2 oral production tasks. To describe the co-linear trends of the two variables, Pearson correlations can be appropriate to answer this research question and an arbitrary benchmark of r = .30 (Mischel, 2013) is adopted for determining correlations of interest. Table 4.1 presents the correlations between FLA and FLE for each participant in different L2 oral production tasks. As can be seen in Table 4.1, 6 out of 12 correlations are substantial and negative whereas the rest show a weak negative, positive as well as nearly zero relationship between FLA and FLE. However, the correlation pattern between the two emotional variables can be very different and meaningful when the speech tasks were segmented into smaller time intervals (25s for each). Therefore, the next step to answer this question was to zoom in on one learner and focus on the interaction pattern between FLA and FLE on a smaller time interval.  

Chapter Five Conclusions

5.1 Major Findings

The present research is designed to achieve its two-fold objectives: (1) To provide an in-depth understanding of Chinese EFL learners’ negative and positive emotional experiences (exemplified by the two prevent ones, namel本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。