Examining the Interplay of Foreign Language Enjoyment and Classroom Anxiety in German Speaking Tasks: A Pilot Study Employing a Task-based Approach

Abstract

This pilot study examines the relationship between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) among undergraduate and graduate students of German studies at the University of Split, Croatia. Participants engaged in speaking tasks within a Task-Based Language Teaching (TBLT) framework, designed to promote oral proficiency, reduce performance-related stress, and foster positive emotional experiences. FLCA and FLE were assessed using adapted instruments based on established theoretical constructs, capturing students’ perceptions of anxiety, enjoyment, and engagement in classroom speaking tasks. Data analysis involved descriptive statistics, grouping participants according to their anxiety and enjoyment levels, and non-parametric testing to examine differences across groups and academic levels. Results indicate that students generally experienced high levels of enjoyment, particularly regarding the relevance and perceived effectiveness of TBLT activities. Participants reported moderate to high levels of anxiety, particularly during unprepared or spontaneous speaking tasks, although overall FLCA appeared lower than in previous academic years. Statistically significant inverse associations were observed between enjoyment and specific dimensions of anxiety, with graduate students reporting lower anxiety levels and higher motivation for speaking activities compared to undergraduates. Qualitative responses further underscored the importance of a supportive classroom environment, ample speaking op-portunities, and constructive feedback in enhancing enjoyment and mitigating anxiety. These preliminary findings provide insights into optimizing foreign language instruction and suggest directions for further research.