This study employed a meta-analytic structural equation modeling approach to synthesize data from 24 studies with a total of 15, 828 valid samples. The results indicate that foreign language enjoyment and foreign language anxiety are two emotional dimensions that are both interrelated and independent, each exerting a significant influence on foreign language achievement. Meanwhile, four moderating variables including gender, language skills, cultural group, and second language affect the relationship between these two emotional factors and foreign language achievement to varying degrees. Further comparisons reveal that, compared with foreign language anxiety, foreign language enjoyment exerts a stronger impact on foreign language achievement.