Jul 2026· Ibero-American Journal of Education & Society Research· 0 citations· 26 references
Abstract
The acquisition of English as a foreign language is influenced by cognitive, emotional, and contextual factors that shape learners’ participation and academic achievement. Among these factors, affective strategies have emerged as essential tools for reducing anxiety, strengthening motivation, and facilitating language learning, particularly in socially vulnerable environments. This study aimed to analyze the influence of affective strategies on students’ motivation and English language acquisition in an at-risk educational context in Guayaquil, Ecuador. A concurrent mixed-methods design was adopted, integrating qualitative and quantitative approaches. The study involved a sample of 46 students selected from a population of 327 learners enrolled in a public educational institution located in a high-risk area. Data were collected through classroom observations, student surveys, and a semi-structured interview with an English teacher. Quantitative data were analyzed using descriptive statistical procedures, while qualitative information was examined through thematic coding. Preliminary findings revealed that the implementation of affective strategies, including positive reinforcement, empathy, motivational support, and gamified activities, contributed to increased student participation, greater classroom engagement, and a reduction in emotional barriers associated with English learning. Survey results indicated that most students perceived English classes as more enjoyable and reported feeling encouraged to continue participating despite making mistakes. Likewise, observations showed improvements in classroom climate, motivation, and interaction. The findings support Krashen’s Affective Filter Hypothesis by suggesting that emotionally supportive learning environments facilitate language acquisition. The study concludes that affective strategies play a significant role in fostering motivation and promoting English language acquisition among students living in contexts of social vulnerability.
This article examines students’ motivation in English Language Learning (ELL) with a particular attention to how motivation affects learners’ engagement with language forms, functions, and classroom communication practices in English as Foreign Language (EFL) context of Nepal. Following an interpretivist, qualitative paradigm, data were gathered through focus group discussions with fifteen secondary students and semi-structured in-depth-interviews with five English teachers in selected schools within Kathmandu Valley. Thematic analysis reveals that student motivation is primarily shaped by teacher behaviour, classroom environment, pedagogical strategies, and the perceived relevance of English to future goals. Students report higher motivation through supportive teacher–student relationships, interactive activities, and literature-based tasks, while lecture-based instruction, punitive responses to errors, and limited engaging resources contribute to demotivation. Interactive and literature-based activities enhanced not only motivation but also meaningful language use and communicative participation. Although teachers demonstrate theoretical awareness of effective motivational strategies, they report structural constraints arising from large class sizes, heavy workloads, and a rigid, exam-oriented curriculum. The findings highlight a clear gap between theoretical understanding of motivation and its practical classroom application. The article concludes that improving motivation in ELT requires a dual approach combining student-centred pedagogical practices with institutional reforms to address systemic challenges.
Anuska Bohara, Sarswoti Chand, G. Poudel· Gipan· 0 citations
Low motivation in English language learning remains a persistent challenge. I explored pre-service language teachers’ perceptions of this problem. I purposively selected eight study participants for a qualitative descriptive study and thematized their perceptions. Consequently, I ascertained that, apart from personal, environmental, and behavioral factors of learning, the affective factor, directly linked to the latter, emerged in the study, thereby modifying the Social Cognitive Theory. School leaders may implement programs that build pre-service teachers’ self-efficacy, goal orientation, and support while reducing fear as a hindrance to motivation, confidence, and resilience in English learning. Future research may examine how these factors predict and mediate motivation in English learning, while developing questionnaires that use the emerging subthemes as indicators.
Quennie E. Monte· European Journal of English...· 0 citations
Oral English skills represent one of the greatest challenges for English language learners in Ecuadorian classrooms, where students experience limited opportunities for oral interaction and low confidence when participating in communicative activities. Motivation is a relevant pedagogical factor associated with students' willingness to engage in oral production. This study analyzes the role of extrinsic motivation in the development of oral skills among ninth-grade students at a private educational institution in El Carmen during the 2025-2026 academic year. The research employs a mixed-methods approach with a convergent parallel design, utilizing surveys, classroom observations, and semi-structured interviews. Quantitative data are examined using descriptive statistics, while qualitative evidence is organized through thematic categorization. The findings reveal that external and identified regulation constitute the predominant forms of extrinsic motivation associated with oral participation. English educators implement strategies such as verbal recognition, symbolic rewards, and extra credit to encourage student participation in oral activities. While external incentives increase learners' initial willingness to interact orally, their influence on the sustained development of communicative competence remains inconsistent. It is concluded that extrinsic motivation functions as a situational trigger for oral participation, rather than as a stable mechanism for the long-term development of oral competence. These findings highlight the importance of integrating external incentives with pedagogical practices aimed at progressively fostering more autonomous and meaningful participation in oral communication in English.
Marcos Argenis Mala Quinapallo, Rider Eloy Mendoza Saltos· Ibero-American Journal of Ed...· 0 citations
This phenomenological study explored the lived experiences and perceptions of college students regarding English language learning in a Philippine higher education institution. Specifically, it examined students' views, emotional experiences, and insights to better understand the factors influencing their English language development. A qualitative phenomenological research design was employed, involving ten purposively selected college students enrolled in Purposive Communication during the 2023–2024 academic year. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives. The findings revealed that students perceived English as an essential tool for personal growth, career advancement, and effective communication despite experiencing limited language exposure, vocabulary deficiencies, and difficulties in speaking and writing. Participants also described emotional challenges, including anxiety, fear of negative evaluation, lack of confidence, and disappointment, particularly during oral communication and classroom presentations. At the same time, they expressed gratitude for supportive teachers and peers and demonstrated strong motivation to improve their language proficiency. Furthermore, students emphasized the importance of collaborative learning, practical language-learning strategies, emotional resilience, and self-compassion in overcoming learning difficulties. The study concludes that English language learning is a multidimensional process shaped by cognitive, emotional, and social factors rather than linguistic competence alone. These findings highlight the need for learner-centered instructional approaches that integrate academic support with affective development to enhance students' confidence and communication skills. The study contributes to the growing body of qualitative research on English language learning by providing context-specific insights that may inform curriculum development, instructional practices, and future research aimed at fostering holistic language education in higher education institutions.
Francis Leonard Abellana, Sheryl Laine C. Namocot· Psychology and Education: A...· 0 citations
Language learning strategies have long been acknowledged as a key element in fostering learners’ engagement, autonomy, and academic achievement in second and foreign language learning contexts. This study aims to understand the interralationship between Social Cognitive Theory factors; personal, behavioural and environmental and their influence on language learning strategies among 370 undergraduate students in public university. The instruments used consist four sections based on Bandura’s SCT factors measuring personal, behavioural and environmental as well as language learning strategies. The findings demonstrated moderate to high levels of personal, behavioural and environmental strategy use in language learning. In addition, significant and strong interrelationships were found among the factors, supporting Bandura’s concept of reciprocal determinism. Teachers must acknowledge and be aware that language learning happens through dynamic interaction across these factors; personal, behavioural and environmental. Therefore, teaching content, tasks, classroom practice and classroom environment should be designed and grounded in these factors.
Husna binti Abdul Ahad, Nor Azean Binti Hasan Adali, Asma’ Binti Ammar et al.· International journal of res...· 0 citations
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto· Journal of Languages and Lan...· 0 citations