Affective filters’ extent of influence on oral communication: L2 learners’ perceptions
Henry E. Lemana II, Daryl B. Casamorin, Angelica D. Aguilar, Leny G. Paladin, Joycel V. Laureano & Jean A. Frediles
Abstract
Second language (L2) learners are taught to speak English to be able to communicate effectively like when debating a topic and conversing about everyday topics. However, studies suggest that L2 students feel unmotivated, unconfident, and anxious speaking English in and out of classroom environments, which then creates an impact on the development of their language proficiency and efficiency. This paper primarily aimed to determine the affective filter’s extent of influence on oral communication based on the perception of senior high school ESL students in a southern Philippine private school. Using the descriptive-quantitative design, data were gathered via a survey questionnaire from a total of 258 senior high school students. Results reveal that students’ affective filters generally influence their oral communication to a moderate extent. Among Krashen’s identified affective filters (self-motivation, self-confidence, and anxiety), three indicators of self-motivation garnered the highest mean ratings and standard deviation scores. The results show that students' oral communication is most influenced by their motivation to learn the target language, which in turn makes the learning process fun and gives them real-world opportunities to use the language. The study's pedagogical implications for the future of language education include a call for teachers to maintain high levels of student motivation, assist their students in building self-confidence, and devise strategies to boost their students' linguistic competence in the classroom. In order to strengthen students' capacity for effective oral communication, it is imperative that school officials give more weight to students' affective development.
Keywords
affective filters, L2 learners, oral communication, language education, Philippines
Author information & Contribution
Henry E. Lemana II. Corresponding author. Ph.D. in Applied Linguistics, Lecturer, Notre Dame of Tacurong College. Corresponding email: henrylemana_23@yahoo.com
Daryl B. Casamorin. B.S.Ed. in English graduate, Notre Dame of Tacurong College
Angelica D. Aguilar. B.S.Ed. in English graduate, Notre Dame of Tacurong College
Leny G. Paladin. B.S.Ed. in English graduate, Notre Dame of Tacurong College
oycel V. Laureano. B.S.Ed. in English graduate, Notre Dame of Tacurong College
Jean A. Frediles. B.S.Ed. in English graduate, Notre Dame of Tacurong College
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
Notes
Acknowledgement
References
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Cite this article:
Lemana, H.E., Casamorin, D.B., Aguilar, A.D., Paladin, L.G., Laureano, J.V. & Frediles, J.A. (2023). Affective filters’ extent of influence on oral communication: L2 learners’ perceptions. International Journal of Educational Management and Development Studies, 4 (1), 88-108. https://doi.org/10.53378/352969
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