Recognizing the emerging research trend that centers on the dynamic interaction among learners' emotions and L2 learning, this study explores the intricate relationships between learners' positive (enjoyment) and negative (anxiety and boredom) emotions and their impact on L2 oral proficiency. The research involved 40 college English as a Foreign Language (EFL) students who completed questionnaires assessing their levels of enjoyment, anxiety, and boredom in L2 learning. The participants
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Jeongeun Kim (2024) studied this question.