Affective strategies in teaching and learning English as a Second Language (ESL)

Abstract

Learning a language is both an academic and an emotional process of coming to terms with oneself and building relationships with others. This study aimed to determine the extent of affective strategies in lowering anxiety, encouraging oneself, and taking emotional temperature in teaching and learning English as a Second Language (ESL) among language students and teachers of Northern Negros State College of Science and Technology, a state college in the Philippines. This descriptive-comparative study employed validated survey questionnaires to determine the extent of affective strategies for English language teachers and students. The results showed that language teachers and students use affective strategies to lower anxiety, encourage oneself, and take emotional temperature in teaching and learning ESL. Moreover, females use affective strategies more to lower their anxiety and take emotional temperature than males, who had an average outcome. Interestingly, all year levels indicate a great extent in all three areas. Furthermore, sex and year level are significant in the use of affective strategies specifically in lowering anxiety and encouraging oneself. No significant difference was found in the extent of use of affective strategies among teachers and students. This study recommends the use of affective strategies in teaching ESL, integrated in the materials and methods to further enhance the language learning process of the students.

Keywords

• affective strategies
• teaching and learning english as a second language (esl)