This article examines the emotional dimension of learning French as a foreign language in Italian-speaking university contexts. Through a quantitative survey conducted on 88 university students, the research analyzes the levels and main sources of foreign language enjoyment and foreign language anxiety, exploring correlations between these emotions and factors such as multilingualism and French proficiency level. Results highlight how positive emotions facilitate learning and the necessity to create optimal cognitive, linguistic and affective conditions to improve the educational experience. The study contributes to the debate on the emotional dimension of language learning, proposing affective strategies for integrating emotions in the language classroom.
