Path Analysis of Foreign Language Enjoyment, Self-Efficacy, Learner Autonomy, And Test Anxiety

The purpose of this study is to investigate the relationships among foreign language enjoyment, self-efficacy, learner autonomy, and test anxiety in the context of learning English as a foreign language at the tertiary level. The study adopted a quantitative design, and the data were collected through the Foreign Language Enjoyment Scale, the Westside Test Anxiety Scale, the Learner Autonomy Scale, and the Self-Efficacy Beliefs Scale. The participants of the study included 385 students who were enrolled in the preparatory program of an English-medium state university. The data were analyzed using the AMOS 23 and SPSS 23 package programs. Path analysis was performed to analyze the relationships among foreign language enjoyment, self-efficacy, learner autonomy, and test anxiety. The results indicated that foreign language enjoyment positively predicted self-efficacy and learner autonomy, and learner autonomy positively predicted self-efficacy. While learner autonomy was a negative predictor of test anxiety, test anxiety was not a significant negative predictor of self-efficacy, and foreign language enjoyment was not a significant negative predictor of test anxiety. The study reflects the central claim of positive psychology indicating that enhancing positive emotions and learner autonomy can expand cognitive repertoires and counterbalance the effects of anxiety in second language acquisition (SLA). Pedagogical approaches cultivating enjoyment, self-efficacy, and autonomy may broaden learners’ cognitive resources and mitigate the detrimental impact of anxiety.