“…While research on negative emotions and second language (L2) learning dates back nearly 50 years (Horwitz et al., 1986; Kleinmann, 1977), studies examining relationships between positive emotions and language learning have only recently come to the forefront (Dewaele & MacIntyre, 2014; Dewaele et al., 2018). This growing body of research suggests that while negative classroom emotions such as foreign language anxiety interfere with task‐related cognitions, compromising learning and performance (Hewitt & Stephenson, 2012; Phillips, 1992; Zuniga & Simard, 2022), positive emotions enhance learning and performance through heightened cognitive and affective engagement (Couyavah & Zuniga, 2022; Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2012; Simard & Zuniga, 2020).…”