The Influence of Affective Factors on Middle School Students’ English Learning

Xiaoyan Xiao

doi:10.54097/7pc3ay20

Authors

Xiaoyan Xiao

DOI:

https://doi.org/10.54097/7pc3ay20

Keywords:

Affective Factors, Middle School Students, Affective Filter Hypothesis

Abstract

Based on Krashen’s Affective Filter Hypothesis, this study explores the influence of affective factors on middle school students’ English learning. The research found that affective factors like motivation, confidence, and anxiety have a significant impact on middle school students’ English learning effect. Motivation is the key factor to drive students’ learning, and both intrinsic motivation (such as interest) and extrinsic motivation (such as needing to pass tests) can significantly improve the learning effect. Self-confidence has a direct impact on students’ language input reception efficiency. Students with high self-confidence have lower affective filtering and are more likely to receive comprehensible input. Anxiety, however, makes this affective filter stronger and blocks learning. Teachers can optimize students’ affective experience by stimulating intrinsic motivation, enhancing self-confidence and relieving anxiety, so as to improve English learning effect.

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