The Impact of Affective Factors in English Speaking Skills

Abstract

Language learning is a part of the psychological process as it is based on the individual differences of various learners. Speaking skills are classified as the abilities that allow us to speak meaningfully with one another. It provides us with the ability to express information verbally. Affective factors such as self-esteem, self-confidence, anxiety, fear of failure, shyness, motivation, attitude, empathy, and so on influence the development of speaking skills. These affective factors are crucial in second language acquisition. Negative affective factors hinder English speaking skills, whereas positive affective factors facilitate English speaking skills. According to Stephen Krashen, learners will only learn a language when they want to learn it. As a result, it is the language teacher’s prime objective to deal with both the positive and negative affective factors of the learners. This study gives a detailed look at the negative affective factors and also talks about how important positive affective factors are for learning a second language.

Enjoyment and oral English proficiency in future teachers

“…In various studies, oral proficiency in EFL, which has been interrelated with emotions, has shown a specific dependence on positive and negative emotions. For instance, it tends to decline with negative emotions such as anxiety, fear, shyness, and nervousness (Kiruthiga and Christopher, 2022). Previous research by Bassa (2017) also highlighted the impact of negative emotions on oral proficiency in English, irrespective of the linguistic context, reinforcing the idea that emotional barriers are a shared concern among EFL students.…”

“…Oral proficiency is realized through frequent interactions in the classroom, and when these interactions are facilitated with a more influential affective factor in oral proficiency (Kiruthiga and Christopher, 2022) and create an excellent social climate, which, in addition to affecting communication disposition again (Mohammad et al, 2022;Aldosari et al, 2023), can change personal perceptions of self-efficacy through observation and peer feedback, increasing enjoyment (Shao and Parkinson, 2021). Observation and peer feedback in a supportive and respectful environment can increase confidence in oral skills, enjoyment, and students' interest in learning English.…”

“…In recent times, neuroscience has advanced considerably and has had a significant impact on the educational field, providing a cognitive pathway to guide studies and discover the factors contributing to the quality of learning, as well as to understand how emotions, which are a natural part of individuals, serve fundamental functions in adaptation and socialization, especially in education and the field of foreign language learning (Kiruthiga and Christopher, 2022;Yu et al, 2022). Emotions are affective states experienced instantly and of short duration.…”

“…Among these, insufficient training of teachers in pedagogical strategies and the language itself is highlighted, as indicated by Huamán (2021). The perception of the language's complexity, which hinders communication, stems from negative affective factors, as Kiruthiga and Christopher (2022) suggested, further complicating this situation. Conversely, we know that factors predispose students to learning and form a support platform to encourage enjoyable learning based on students' feelings of happiness.…”

The Implementation of Collaborative Strategy in Teaching Students’ Speaking Skill

“…Despite its importance, speaking skills often lack a place in the educational curriculum, requiring sustained effort from both students and educators. Fluency precedes accuracy, underscoring the importance of clear comprehension before perfect speech can be achieved (Kiruthiga & Christopher, 2022).…”