Enhancing EFL Class Design: Affective Filter Hypothesis in Action

Abstract

This study examines the influence of emotions, specifically negative emotions such as anxiety and fear of failure, on primary learners' second language acquisition. It highlights the relevance of the affective filter hypothesis, which suggests that cultivating a low emotional filter facilitates language learning. The study emphasizes the significance of motivation, both instrumental and integrative, in promoting learner engagement. It also underscores the importance of educational diversity, including multimedia teaching, in fostering intrinsic motivation. Additionally, the study recommends that teachers create a positive and safe learning environment, incorporate real-life scenarios, and cultivate healthy teacher-student relationships. Encouragement, preparation for challenges, and a focus on the learning process contribute to enhancing learners' self-efficacy and confidence. By considering emotions, educators can optimize language acquisition for primary learners.