| Summary: | Whereas the role of anxiety and enjoyment in predicting learning outcomes is well
documented in the literature, the role of these two emotion dimensions in predicting
perceived sense of classroom community is rarely discussed in the literature despite the
fact that classroom community serves as a good predictor of learning outcomes.
Conducted in a sociocultural context which is under-represented in the international
literature, the present study was designed to predict participants’ perceived sense of
classroom community based on their reported enjoyment and anxiety scores. A total of
402 senior high school students (male: 153, female: 249) participated in the study.
Participants were invited to complete the questionnaires measuring foreign language
enjoyment, foreign language anxiety, and perceived sense of classroom community.
Multiple regression analysis indicated that foreign language classroom anxiety and
enjoyment concurrently explained 39% of the total variance in sense of classroom
community. Foreign language enjoyment turned out to be a stronger positive predictor,
whereas anxiety was a negative predictor. Both variables were significant predictors for
sense of classroom community regardless of gender. Whereas males and females were
comparable in terms of perceived sense of classroom community and foreign language
enjoyment, females were more anxious than males.
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