This research addresses the gap in understanding the dynamic interplay of emotions, specifically enjoyment and anxiety, during foreign language learning (FLL) communication tasks. Existing research often overlooks the within-person variability of these emotions, utilizing post-task questionnaires rather than real-time emotional tracking. The study utilizes a complex dynamic systems theory (CDST) lens, recognizing that emotions are not static but fluctuate constantly. This dynamic perspective is crucial because emotional shifts can impact cognitive resources and speech processing, potentially affecting language learning outcomes. The study employs the idiodynamic approach to capture this dynamic nature of emotions during monologue tasks, allowing for a fine-grained analysis of the moment-to-moment emotional experience of Arab female EFL undergraduate students. By integrating per-second emotional ratings with stimulated recall interviews, the study aims to reveal the factors influencing the relationship between enjoyment and anxiety in this specific context.

The literature review extensively covers previous research on emotions in FLL, focusing primarily on anxiety and enjoyment. Early research emphasized the contrasting effects of these emotions, with anxiety often seen as detrimental and enjoyment as beneficial. However, more recent studies, driven by positive psychology, highlight the complex and dynamic interplay between positive and negative emotions. The review discusses the dynamic nature of both foreign language anxiety (FLA) and foreign language enjoyment (FLE), emphasizing their fluctuating nature and the various factors influencing them such as task design, learner characteristics, and teacher support. Existing research, however, frequently relies on static measures of these emotions. The literature review then highlights the idiodynamic approach, a method capable of capturing the fine-grained fluctuations of emotions during language tasks, allowing researchers to study these dynamic processes more accurately. The limitations of previous studies that used traditional methods, such as surveys and questionnaires, which lack the nuance to examine real-time emotional shifts in FLL communication tasks, is also highlighted. Specifically, previous research in Arab and Saudi contexts has often used traditional methods and does not account for the temporal fluctuations of anxiety and enjoyment during task performance.

This study employed an idiodynamic approach with four Arab female EFL undergraduate students (aged 20-23) enrolled in a Saudi Arabian university. Participants' English proficiency ranged from upper-intermediate to advanced (B2-C1). The task involved a 4-minute monologue on the impact of violent media on behavior, preceded by 15 minutes of pre-task planning. Participants' emotional states (anxiety and enjoyment) were rated per second using idiodynamic software while watching a video recording of their performance. Following the ratings, stimulated recall interviews were conducted to understand the reasons behind emotional fluctuations. The Oxford Placement Test (OPT) was used to assess students' English proficiency. A problem-solution task was chosen to structure the monologue, ensuring a clear framework for the task. A practice task was implemented to familiarize participants with the task format, software, and interview procedures. The data analysis included correlational analysis of anxiety and enjoyment ratings and thematic analysis of interview transcripts. Triangulation of quantitative and qualitative data provided a comprehensive understanding of the emotional dynamics.

Correlation analysis revealed that only one student displayed a significant negative correlation between anxiety and enjoyment. This finding suggests that while a general negative relationship might exist, the strength of this relationship significantly varies among individuals. The qualitative analysis, derived from the stimulated recall interviews, revealed four interconnected factors influencing the dynamic relationship between anxiety and enjoyment. These are: 1. **Task Execution and Layout:** Pre-task preparation generally increased enjoyment and fluency, but it also induced anxiety in some participants who felt constrained by their plans. The problem-solution task structure positively influenced some learners when transitioning from problem description to solution proposal. 2. **Cognitive-Linguistic Factors:** Difficulties recalling words or formulating ideas created momentary spikes in anxiety and decreased enjoyment, reflecting disruptions in speech processing. 3. **Performance Measure (Achievement Outcome-Related Factors):** Retrospective evaluation of their language choices led to significant emotional shifts. Using a word they deemed well-chosen resulted in enjoyment, while perceived language errors caused negative emotions. 4. **Time Constraints:** The approaching deadline caused heightened anxiety in one participant, disrupting cognitive processes and resulting in longer pauses. The study revealed highly individual responses to these factors, emphasizing the idiodynamic nature of emotional experience during FLL communication tasks.

The findings support the idea that anxiety and enjoyment are distinct emotions that do not always co-vary during short communication tasks. The significant variation in the strength of the correlation between these emotions highlights the importance of considering individual differences in emotional responses to language tasks. The four factors identified—task execution/layout, cognitive-linguistic factors, achievement outcome-related factors, and time constraints—underscore the dynamic and complex interplay between cognitive processes, emotional states, and language production. The results align with previous research that emphasizes the interplay between task design, individual learner characteristics, and real-time emotional experiences. The study demonstrates the value of the idiodynamic approach in capturing the nuanced and individualized nature of emotional dynamics in language learning.

This study contributes to a deeper understanding of the dynamic interplay between enjoyment and anxiety in FLL monologue tasks. The idiodynamic approach proved valuable in capturing the nuanced and individualized nature of emotional fluctuations. The findings highlight the importance of considering individual differences and the influence of task design, cognitive factors, and retrospective self-evaluation in creating supportive language learning environments. Future research could explore a wider range of emotions, examine the impact of different task types, and investigate the effectiveness of pedagogical interventions designed to manage emotional dynamics during language learning.

The small sample size limits the generalizability of the findings. The reliance on self-reported emotional data might be affected by participants' interpretation of emotions and software proficiency. Collecting data during task performance rather than afterward could provide richer insights into real-time emotional shifts. Future research should address these limitations by employing larger samples, triangulating data sources (e.g., physiological measures), and conducting real-time data collection.