Affective Dimensions of Codeswitching in Efl Learning

This study explores the emotional dimensions of English language learning among Saudi university EFL learners, focusing on three key affective variables: foreign language anxiety, motivation, and enjoyment. Using a structured 24-item questionnaire administered to 120 students via Google Forms, the research employed descriptive statistics to analyze learners’ emotional responses. The findings revealed a complex emotional landscape characterized by moderately high anxiety (M = 3.62), high motivation (M = 4.05), and moderately high enjoyment (M = 3.76). While anxiety was most prevalent during speaking tasks, motivation was largely driven by academic and career aspirations. Enjoyment was also present, especially when learners experienced success in classroom activities. The results highlight the coexistence of facilitating and hindering emotions and underscore the importance of affect-sensitive pedagogy. Implications for EFL instruction in Saudi Arabia include creating low-anxiety environments and leveraging students’ motivational drivers to enhance classroom engagement.