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Reducing Affective Filters in ELL Programs

A Qualitative Study

Mohammad Junaid Siddiqui

25/01/2015

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ABSTRACT

The study will be conducted to examine the impacts of affective filters in adult

English language learners and also to find out the best ways to reduce them from

adult ELL programs. The students who are in English Preparatory School from level

A to level D will be the participants for this research. Qualitative method is the

appropriate method for this research. The findings will portray how adult students

block their learning due to affective filter and will sort out the ways to reduce those

filters from the different level of students comprising of level A to level D. The paper

also includes how teacher use strategies and tactics in the classroom to overcome

learners from these affective filters which hindrance their learning. Students from

four different levels will be chosen randomly to generate productive and authentic

results. There will be 15 students from each level whom I will monitor under my

observations and different output will be drawn from their interviews, observation

journal, open-ended questions which I will give to my participants. There will be

many ways that will be proved useful in lowering the affective filters from adult ELL

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programs. Interviews from both teachers and students will be taken into account

while revealing the results.

TABLE OF CONTENTS

1. INTRODUCTION……………………………………………………………...…3

1.1 A brief overview……………………………………………………...………5

1.2 Purpose of the Study…………………………………………...…………..6

1.3 Research Question………………………………………...………………..7

2. LITERATURE REVIEW………………………………………………..………..7

2.1 Overview of Studies………………………………………………..………..8

2.2 Motivation…………………………………………………………..…………9

2.3 Attitude………………………………………………………………….……10

2.4 Anxiety……………………………………………………………………11

2.5 Self-Confidence………………………………………………………….11

2.6 Ways of Reducing Affective Filters………………………………………...11

3. METHODOLODY……………………………………………………………..…13

3.1 Research Design……………………………………………………………..13

3.2 Rationale for Qualitative Study Design………………………………….....14

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3.3 Research Site and Participants……………………………………………..14

3.4 Data Collection Methods and Instruments………………………………...15

3.5 Ethical Considerations……………………………………………………….17

4. LIMITATIONS…………………………………………………………………….17

5. APPENDIX………………………………………………………………………..18

6. REFERENCES…………………………………………………………………21

1. INTRODUCTION

1.1 A brief overview

Affective filters are the most prominent and vital factors in Second Language

Acquisition and other English teaching programs. It is very essential for every

teacher to recognize the symptoms of affective filters among their students in order

to lower these factors at an early stage so that it cannot hamper students’ learning.

Factors like emotion, feeling, manner, attitude, mood and attitude are some of the

common example of affective filters.

Beside these, there are some other factors like motivation, anxiety and

motivation, which are solely responsible in deciding the intake and outtake of the

second language. Affective filters have bestowed their great impact among learners

also and also in their learning. People with high affective filter will not grasp the

information as the people with low affective filter will grasp. Learners get blocked by

the learning and become the victims of these affective filters. Affective filter

hypothesis is first put forwarded by Dulay and Burt (1977), and is integrated by

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Krashen as one of his five input Hypotheses in 1985. Krashen also pointed out that

learners can acquire second language if his/her affective filters are low and are

capable to get the access of the input ‘in’. There are many types of affective filters

but I will mention only four major filters, which have very hazardous and have

negative influences on learners.

The four types of affective filters, which will be mentioned in this research, are

motivation, attitude, anxiety and self-confidence. Motivation is the most important

and foremost factors in language learning. It is the essence of learning and

instigates learners to achieve certain goal or objective in the process of learning. As

Gardener (1985) defined motivation to acquire an L2 as ‘’the extent to which the

individual works or strives to learn the language because of a desire to do so and

the satisfaction experienced in this activity’’. It means that learners need to be

motivated or encouraged either by some external or internal factors to engage in the

learning language.

The second most important affective filters are Attitude that is something that you

feel or react about something or to someone. Learners with positive attitude tend to

learn L2 very rapidly whereas learners with negative attitude learn very slowly.

Positive attitude create or ignite the enthusiasm among learners to achieve their

destiny very fast. So, it is recommended to stay in a company of good and moral

people to adopt positive attitude. Anxiety is third most pivotal affective filter in

language learning. Anxiety is a feeling of worry, nervousness, and sadness or being

uncomfortable or frustrated about someone or something that has impacts on you.

There are three types of foreign language anxiety and they are communication

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apprehension, test anxiety and fear of negative evaluation. It is sort of fear or

anxiety that is seen in communicating with other person and its traits are mainly

quietness and shyness. In order to get rid from these filters, learners should keep

themselves in communicating and interacting with other people. Test anxiety is

another type of affective filters, which usually occurs before, during or after the

exams. This anxiety appears when students’ think that they are not well prepared

about the exam or may have written the wrong answers. Fear of failure and lack of

confidence are also some of the reasons that students encountered with this type of

anxiety. The third and last type of anxiety is the fear of negative evaluation and

mostly occur when someone judge themselves by other people perspectives,

opinions and views. They might think that the person sitting in front of them may

evaluate or assess them negatively. It happens when L2 learners realize that they

are incompetent or not capable to establish social connection or bonding with

others. The fourth type of affective filters is self-confidence. It is one of the most

important and effective personality factors that help us in building the good rapport

with others. Due to self- confidence, leaners, lose the opportunity to practice to

interact or practice their target language with native speakers as well as also with

non-native speakers. Self-confidence creates good impression in front of others and

makes your more communicative.

1.2 Purpose of the study

The main objective of this study is finding out the appropriate ways to reduce

the affective filters in adult ELL programs. Effects of different types of affective filters

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on students will also cover in this research. It is obligatory on every teacher to

reduce high affective filters from their students as soon as they realize that their

students become the victims of the affective filters. The earlier affective filters detect,

the earlier they can lower down from the learners. But nowadays, it is very common

among learners that they become prey of different kinds of affective filters. Various

students from different age group of different level from English Preparatory School

were chosen randomly as a participant to draw a genuine and valid output from the

study. The rationale behind choosing different age group students is that how

affective filters exert influence on students based on their age. Students who are

young will deeply affected by these filters while adult students will not be affected

that much as young students. This study will provide a comprehensive and

explanatory understanding to teachers how to deal with high affective filter students

and low affective filter students in order to make the learning process more cozy and

snug. Students are voluntarily free to share their ideas, thoughts and opinions to

make the research more productive and successful.

1.3 Research questions

Central question: How to reduce affective filters among English language learners

through appropriate ways and strategies?

Q.1 What is the effective ways through which students get motivated?

Q.2 How can we make students to gain self-confidence in their learning process?

Q.3 How can we lessen anxiety among students while they are learning a

language?

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Q.4 What is the attitudes of students with their teacher and in the classroom?

These above mentioned questions would be answered with the help of the

findings of the study by using qualitative method. All types of tools of qualitative

method will be utilized in this research such as interview, open-ended questions,

surveys, field notes and observational notes for participants so that they can freely

share their viewpoints and opinions with us.

2. LITERATURE REVIEW

2.1 Overview of Studies

The affective filter is like a mental wall that rises in a students’ head reducing or

effectively shutting of their ability to learn (Dualy and Burt, 1977). It means affective

filters are such psychological disease that presents learners’ to learn anything. One

of the most solely responsible factors that gives birth to a learner’s affective filter is

anxiety. This literature review is categorized into four different sections, which will

give brief overview of four different types of affective filters such as motivation,

attitude, anxiety and self-confidence. First let me shadow what others have said

about the affective filters. Krashen (1988) argues that affective filters are a sort of

psychological hurdles that refrain language learners from grasping the available

comprehensible input accurately. Thus, affective filters are accountable for the

distribution of language learner’s input and intake. One thing is pretty sure that

affective filters are not physical disease or disability but psychological or

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psychosocial barriers that spoil learners’ learning. Arnold (2000.P.2) gives out two

reasons to explain the importance of affective filters. Firstly, ‘’attention to affective

aspects can lead to more effective language learning.’’ Secondly, attention to

affective aspects can contribute to the whole-person development that is ‘’beyond

language teaching and even beyond what has traditionally been considered the

academic realm.’’ It suggests that teacher should teach or present their lessons in a

way that are sensitive to students’ affective filter. Teachers are the primary sources

that can reduce affective filters. They should plan such classroom activities and

create safe and secure atmosphere in classroom so that students can learn

smoothly without any hesitation and fear. Al-Shammari (2008) describes direct

instruction ‘’as a process that breaks down the pedagogical task into components.’’

It concludes that direct instruction can often make lesson tedious and lower their

motivation. Tools that have been suggested to reduce affective filter are movies,

games and music, as they can reduce anxiety, while increasing motivation and self-

confidence (Krashen 1983: Lin, 2008). Classroom activities, which are full of

entertain and students background knowledge helps learner in lowering their

affective filter. It is obligatory on every teacher to find out the way to decrease

affective filter and one of the way is to teach through natural approach in which

lessons are taught through the students’ natural processes of learning. It means that

teach students with their own way and methods. Krashen argued that learner get

mastery on target language only in a condition if he grasps ample comprehensible

input and if his affective filters are fragile enough to absorb the input ‘in’. Thus, input

should be comprehensive in order to process it without any difficulty so that learner

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can produce productive output. Krashen (1981) found that a high level of stress and

anxiety give birth to a filter that hinder learning, blocks the intakes and reduces

second language acquisition. It is also found that students can’t concentrate on their

studies when they are nervous, embarrassed or rebuked by some other extrinsic or

intrinsic factors.

2.2 Motivation

Every teacher tries to motivate their students either intrinsically or extrinsically

to help them in achieving their goal. On the other hand, it is not that much easy to

motivate students and it requires a lot of hard strategies and tactics to bring them in

the track of motivation. It is agreed by majority of the psychologists and researcher

that motivation is that important factor through which ‘god-gifted’ learner cannot

accomplish his goal of learning no matter whoever the teacher he has. It means,

that motivation plays very significant and influential role in second language

acquisition. Gardener (1985) defines motivation to learn an L2 as ‘’the extent to

which the individual works or strives to learn the language because of a desire to do

so and the satisfaction experienced in this activity’’. More motivated learners

struggle more to get what he has desired or dreamed. The more motivated learner

your are, the easier you can get your objectives. H. Brown (2001,P.34) defines,

‘’Motivation is the extent to which you make choices about goals to pursue and the

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effort you will devote to that pursuit.’’ Learners who are either internally or externally

motivated become serious and actively engaged in the path of learning and get

success.

2.3 Attitude

Attitude means the abstract ideas and the perceptions and the way you look,

perceive and have feelings about something or someone. It is also emotional

behavior towards someone in which you love or abhor him. Learners with positive

attitude learn rapidly and effectively, which produce more effective output. It is

someone attitude which decide how much he or she is dedicated and devoted

towards his goal. Active class participation is depended with positive learning

attitude and can score high grades. Teachers have to do role modeling so that their

students can follow their footsteps to achieve something meaningful and productive.

Attitude is not something that child learn from his mother womb but from his

surroundings, family, friends, relatives and schools. So, teacher should teach them

positive etiquettes, moral behaviors and ethics that can bring good attitudes among

them.

2.4 Anxiety

One of the most crucial, responsible and prevalent factors, which are a great

cause of increasing high affective filter, is anxiety. Krashen (1988) states that ‘’low

anxiety relates to success in second language acquisition’’. (p.56). Students feel

nervousness and agitation inside the classroom. To overcome these problems of

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students, teachers have to create warm welcoming classroom environment in which

students feel secure and safe from every aspects. They get anxious because

everything seems new and strange for them like building, culture, classroom,

schools, and teachers and so on.

It is duty of teachers to support and encourage students all time and help them to

get mastery on certain areas of language like speaking, reading, writing and

listening. They should help them in way that they should feel that there is someone

who cares for them. This builds the bridge of trust between them. Gardener and

Maclyntyre (1993) see language anxiety as ‘’the apprehension experienced when a

situation requires the use of a second language with which the individual is not fully

proficient.’’ It infers that it is a type of insecure and awkward situation when learners

are supposed to communicate in second language but they do not feel ready and

competent to utter their words. According to Arnold (2000, P.59), language anxiety

‘’ranks high among factors influencing language learning, regardless of whether the

setting is informal or formal’’. Thus, anxiety deteriorates learner’s learning and

deeply creates huge impact on both learner and learner’s learning.

2.5 Self-confidence

Self-confidence is one of the most important factors that influence learner.

Creating an atmosphere in which students should not get frightened to make

mistakes and encouraged to commit more and more mistakes promotes their self-

confidence. In other words, do not interrupt students while he make mistakes

because students will learn from their mistakes and at the same time he will muster

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self-confidence. Praising or appreciating students’ performance helps teacher to

build students’ confidence. Students how have enough self-confidence tend to

communicate more in foreign language without any hesitation and achieve more. It

creates effective impact on learners’ language skills. H.Brown (2001. P.23) phrased

this factor as ‘’I can do it’’ which means learners are ready, confident and competent

to face the obstacles in their way of learning.

2.6. The Ways of Reducing affective filters

There are various ways through which we can lessen affective filters in adult

English Language Learners. Different teachers apply different types of methods and

ways to decrease affective filters from their learners. Some common ways of

reducing affective filters are by using authentic materials, movies, newspaper,

magazines; popular fiction, etc. should use more than ESL course book. Teacher

should make the learning atmosphere in which students do both learning and

enjoyment at the same time. They should not behave as a dictator but as a guide or

facilitator inside the classroom. Teachers should involve themselves as their

classmates and work as their group partner or mentor but not as a tester or judge.

Anxiety can be reduced and utilizing drama in the ELL classroom can increase

confidence and motivation. Wagner (1998) states, ‘’Drama is powerful because of its

unique balance of thoughts and feelings makes learning exciting, challenging,

relevant to real life concerns and enjoyable’’ (p.9). It means that drama is a creative

and amusing activity in which students show their hidden talents and intellect

without any external pressures or forces.

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Stern’s (1980) study showed that drama helped ESL students gain self-

confidence and they felt less nervous speaking English in front of group. Drama is

practical activities in which students get better practice and students have panache

and competence to communicate with group of people. The more they practice, the

less they hesitate with others. Students are voluntarily and actively engaged in

drama activity, which as a result increases their motivation and feel students to

forget that they learning only for the sake of learning but for the sake of acquiring

something meaningful (Burke and O’ Sullivan, 2002). Here, the point that researcher

made is very worthy and carries importance that teacher should not realize students

that they are learning but they are enjoying and entertaining in order to acquire

something. Many researches have been done on drama and it is concluded that

drama has positive effect on student’s anxiety, self-confidence and motivation

towards learning English. Teacher should establish printed environment by which

students can learn visually from the charts, flash card, magazines, cartoons, signs

and other written materials. Teacher is solely responsible to break down the

affective filters from his learner and guide them to right path in which they learn

freely and safely.

3. METHODOLOGY

3.1 Research Design

This research methodology section will comprise information and details for

choosing the qualitative method. In other words, it will reflect upon the rationale of

selecting the qualitative method. Afterwards, information regarding participants,

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research site, method of data collection and their interviews and observations will be

given.

3.2 Rationale for Qualitative Study Design

Qualitative research ‘’ is an inquiry process of understanding a social or human

problem, based on building a complex, holistic picture, formed with words, reporting

detailed views of informants and conducted in a natural setting’’ (Cresswell, p.1-2). It

means that qualitative research portray the intentions, thoughts and perspectives of

the people that they have about particular issues. Data is usually recorded in the

form of words, pictures, sentences and objects. Factors like motivation, attitude,

anxiety and self-confidence are abstract things and often defined descriptively. So,

qualitative research collects evidential, concrete and authentic data. Further, it gives

more heed and care to participant’s opinions and perceptions which play significant

role to make research more reliable and durable. It also gives more attention in

interacting with people face to face with words, pictures and videos. Merriam (1998)

has defined qualitative research as ‘’an umbrella concept covering several forms of

inquiry that help us understand and explain the meaning of social phenomenon with

as little disruption of the natural setting as possible’’. It implies that there are various

instruments used in qualitative method such as observational notes, interviews,

surveys, field notes, open-ended questions and so on which help researcher

understand better about what’s happening around the research site.

Qualitative research is broadly defined as "any kind of research that produces

findings not arrived at by means of statistical procedures or other means of

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quantification" (Strauss and Corbin, 1990, p. 17). It is a that type of research, which

draws conclusion or findings based on the real life experiences of the people. Life of

people and their own personal experiences are better understood by qualitative type

of research. Voices and thoughts of participants are deeply expressed through

qualitative research which gives them full freedom to speak no matter either they

speak formally or informally.

3.3 Research Site and Participants

The research site of this research will be the Zirve University, a university in

southeastern part of Turkey. Participants will be the students of English Preparatory

School in Zirve University. English prep school comprises of four different kind of

level ranging from level A to level D. Thus, the participants will be chosen randomly

from all level. Participants will be both male and female. The school contains almost

900 students comprising of both male and female. Ten students from each level will

be picked up randomly as a participant of this research so that result will be more

unique and meaningful. Participants are implored to show their honesty while

sharing their response, thoughts, feelings or any kind of thoughts.

3.4 Data Collection Methods and Instruments

Data will be collected through qualitative method instruments in spring term of

2014-2015. Sources of qualitative research will be used such as interviews,

observations and reviews of documents (Crewell, 2009). Data will be gathered once

in a month with different techniques of qualitative method. Both male and female will

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be chosen as a participant from all four level of English Preparatory School. There

will be a group of four in which ten students will be placed in each group. Some

eight teachers will also get opportunity to participate in the research. Interviews will

be done regularly from both teachers and students side. Reflective notes will be

actively use in order to note down my personal reflections and thoughts during the

research such as ‘’feelings, problems, ideas, impressions and haunches; (Bogdan

and Bikler, 2003, p.121). Surveys with Likert scale will be distribute to each

participants so that they can rate their responses based on five different standards.

Use of interviews from teachers helps me to know the strategies and methods they

use to lessen affective filters among their students.

Qualitative validity and qualitative reliability are some of the important process

that researcher have to taken into consideration while researching. Validity and

Reliability are two important ingredients that any qualitative researcher should focus

while designing a study, analyzing results and assessing the quality of the study,

(Patton, 2001). It is commonly said that examination of trustworthiness is crucial in

order to ensure reliability in qualitative research, It means both researcher and

participants have to work mutually on the bridge of trust with the full cooperation and

motivation to yield meaningful output. Creswell and Miller (2000) suggest that the

‘’validity is affected by the researcher’s perception of validity in the study and his

choice of paradigm’’. Validity in qualitative study means that researcher checks for

the exactness of the findings and study that he has been going through. In order to

implement the validity and reliability, I will spend my ample time at the research site

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so that I can go deep inside the findings in order to achieve something concrete and

productive from the information and data collected by my participant

Furthermore, the reason behind choosing using qualitative method is that it is a

process, which involves continuous reflection about the data, asking analytic

questions, writing observational notes, reflecting on us and writing memos

throughout the process. In my point of view, the qualitative data analysis is a

process of collecting information and opinions, making interpretations based on

those perceptions and presenting results yielded from those circumstances. I have

selected my research site and participants according to the type of my research

topic. Research site suits my research topic that will bring more efficiency and

effectiveness in my research.

3.5 Ethical Considerations

Ethics are very prominent and essential factors that researchers need to take into

account while doing qualitative research method. Researcher should not even think

of fabricating, manipulating and misrepresenting data and also not try to play with

participants’ feelings, emotions, attitudes and so on. He can build trust with

participant by welcoming their culture, norms, ethics and traditions in a positive way.

A written paper permission should be granted from the organization or institution

that he will be doing research. Burden of ethical reviews and procedures is balanced

by the protection of participants (Dresser, 1998). Participants should not be criticized

or discriminated on the basis of their gender, nationality, race, caste and other

factors. The school’s name, participants’ names should not be mentioned within the

study and also kept as confidential information.

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3. LIMITATION

This study can be prove beneficial and essential for ELL teacher for providing

guidelines and strategies to breakdown the affective filters that hamper learners’

learning. As every research paper has some shortcomings, as my research has also

some. Instead of researching on multiple schools, I have to stick only in one school

due to time deficiency. One of the most important problems that I encountered

during the research is that students communicate in their native language that is a

bit difficult for me to understand their emotions, feelings and perceptions.

Researchers are particularly interested in understanding how things occur (

Merriam, 1988). It suggest that researcher should interact in a language which is

both common to researcher and participants. Due to these limitations, it bears

insufficient and inconsistent results and further research is required.

5. APPENDIX

5.1 SURVEYS

Never Rarely Sometime Often Always

I feel shy when I

speak English.

I fear when I

make mistakes in

speaking English.

I feel frightened

while speaking

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English.

I feel comfortable

when I speak

English.

I am scared when

friends of mine

laugh at me when

I speak English in

front of them.

I think speaking

English will be

useful to me in

future.

I think speaking

English is full of

fun.

I think English is

difficult o learn.

5.2 INTERVIEW QUESTIONS

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INTERVIEW QUESTIONS FOR STUDENTS

1. When do you feel anxious most and why?

2. What makes you shy while speaking English in the classroom?

3. What are the different reasons that distract your concentration from learning?

4. In what circumstances do you feel comfort and free to speak English?

5. Do you fear most from your friends or teacher when speaking English?

INTERVIEW QUESTION FOR TEACHERS

1. How often do you find students get anxious in the classroom?

2. In what circumstances students get embarrassed most and least?

3. Which activity does you use most to lessen students’ affective filters?

4. How do you motivate students when they are discouraged and inactive in the

classroom?

5. How far do you think that using drama will be effective to make them more

communicative and participative in the classroom?

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