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The last decade has seen a proliferation of studies about emotions in FL teaching and learning. The present study examined three of the most researched and well-known FL emotions to date, namely anxiety, boredom, and enjoyment, and their relationships with learners’ engagement in English-as-a-foreign-language (EFL) classes and their EFL proficiency. One hundred and eleven Grade 3–4 EFL children completed a questionnaire and English tests. Various statistical analyses (correlation, hierarchical multiple regression, and path analysis) revealed that all five variables were significantly inter-correlated. Enjoyment was the strongest predictor of engagement and proficiency, followed by boredom. The path analysis indicated that the hypothetical path of emotions→engagement→proficiency did not exist; rather, only two direct relationships were found in the model: Enjoyment→engagement and enjoyment→proficiency. The findings highlight the crucial role of enjoyment for young learners in FL teaching and learning.

The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency