Affective Factors and Their
Influence on Second Language Acquisition: A Comprehensive
Review
Jessica Yumnam¹ & Mutum Rameshwor
Singh²
ABSTRACT
Affective factors such as
motivation, anxiety, self-confidence, and attitudes play a crucial
role in shaping Second Language Acquisition (SLA). This study draws
on Krashen’s affective filter hypothesis, which suggests that
emotional conditions operate as a psychological filter that can
either enable or hinder the processing of comprehensible linguistic
input. This paper employs qualitative method by reviewing of
relevant articles, books and journals from authentic sources. The
result of the study demonstrates that affective factors can
significantly increase or hinder the language learning process.
Further, it is shown that the relationship between affective factors
and instructional practices is highly reciprocal, highlighting the
importance of supportive teaching methods and learner-centered
pedagogies in lowering emotional barriers to language acquisition.
Learners who demonstrate strong motivation, high self-confidence,
and low levels of anxiety tend to have a reduced affective filter,
allowing them greater access to linguistic input and willingness to
learn the second language without any hesitation. In contrast,
individuals who experience heightened anxiety, low motivation and
low self-confidence toward language learning often participate less
actively and show limited willingness to communicate. Lastly, it has
been shown that implementation of appropriate pedagogy helps in
making the students learn the second language to a great extent.
Keywords: Krashen’s affective filter hypothesis, motivation,
anxiety, second language acquisition.
