The Influence of Affective Variables On EFL/ESL Learning and Teaching
RIRYN FATMAWATY
Program Studi Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan
Universitas Islam Lamongan
Email : fatmawatyriryn@yahoo.com
Abstract:
One of two domains of learning is the affective domain. It is defined as “the emotional
side of human behavior. When instructional designers consider the affective domain,
they frequently think only in terms of a student's motivation to learn. And motivation
is certainly important, as a student's attitude toward a given course or subject area can
be a contributing factor to his achievement in it. The interest in affective variables in
language learning is reflected in some modern teaching stances aimed at reducing
anxiety and inhibitions and enhancing the learner’s motivation and self-esteem. These
approaches could be identified within the so-called humanistic education. Humanistic
education takes into consideration that learning is affected by how students feel about
themselves. It is concerned with educating the whole person the intellectual and the
emotional dimensions. EFL/ESL learning and teaching should be aimed at establishing
meaningful communication in the classroom, and the first requirement towards this end
is an affective affirmation of the student. Perhaps there is a need for further research to
determine the effects of different approaches and methods; yet what is needed, is
awareness that a focus on the subject matter of learning, is no longer enough to develop
the ultimate aim of education: love of learning
Keyword: Affective, EFL/ESL
Introduction
Becoming bilingual is a way of life.
Your whole person is affected as you
struggle to reach beyond the confines of
your first language and into a new
language, a new culture, a new way of
thinking, feeling, and acting. Total
commitment, total involvement, a total
physical, intellectual and emotional
response is necessary to successfully send
and receive messages in a second
language. (Brown, 1994: 1)
As Douglas Brown (1994) beautifully
expressed it, the acquisition of a new
language is a fascinating though colossal
enterprise, encompassing a wide range of
variables
that
may
stem
from
neurological to psychological, cognitive
and affective. In the early sixties,
Benjamin Bloom (Krathwohl, Bloom and
Masia, 1964) offered a comprehensive
definition of two domains of learning: the
Riryn Fatmawaty – The Influence of Affective Variables On EFL/ESL Learning and Teaching
cognitive and the affective. Brown (1994:
135) defined the affective domain as “the
emotional side of human behavior.” By
analogy, the cognitive domain could be
defined as the mental side of human
behavior. These seemingly clear-cut
definitions for the two most important
domains of learning, might suggest a
division between cognition and affection,
when indeed they are two sides of the
same coin.
When
instructional
designers
consider the affective domain, they
frequently think only in terms of a
student's motivation to learn. As Smith
and Ragan (1999) have pointed out, "any
'cognitive' or 'psychomotor' objective has
some affective component to it (if at no
deeper level than a willingness to
sufficiently
interact
with
learning
resources to achieve the learning)" (p. 250,
parentheses in original). Motivation is
certainly important, as "a student's
attitude toward a given course or subject
area can be a contributing factor to his
achievement in it" (Edwards & Porter,
1970, p. 107).
Even when they are not explicitly
stated, attitude objectives are pervasive in
school work (Smith & Ragan, 1999). In
each of the following examples, affective
learning outcomes are linked to explicit
cognitive goals. Although they may not
always be aware of it, most teachers are
involved in some form of attitude
teaching. In some cases, attitude learning
is the main objective of instruction. Antidrug campaigns and corporate diversity
training are examples of this type of
attitude-focused instruction. Whether
attitude learning is one component, or the
central focus, of instruction, specific
instructional strategies may be employed
to bring it about.
Analysis
1. Affective Issues
The affective domain is the
emotional side of human behavior, the
development of affective states or feelings
involves a variety of personality factors,
feelings both about us and about others.
The constructivist framework also
includes the affective domain the
student's feelings about learning, his or
her confidence about learning, and the
knowledge of how he/she learns best.
Such issues may be addressed in the
TELL
environment
through
personalization of the program and
positive feedback for the student. Student
feelings may be enhanced not only
through opportunities for collaboration,
but also for autonomy and self-regulated
learning (LeBow, 1993).
The latter should include error
recovery activities that allow reasoning to
flow out of a mistake, resulting in a
positive feeling of empowerment, rather
than the negative feeling that may result
when students are simply given a
correction with a judgment (LeBow,
1993). In a constructivist environment,
students
must
be
given
the
encouragement to guess at solutions and
the freedom to feel some level of
ambiguity about a given topic.
These encouragements may be
provided within the program, in the
absence of a facilitative in pharmacology,
denoting a reaction arising as an indirect
Riryn Fatmawaty – The Influence of Affective Variables On EFL/ESL Learning and Teaching
result of drug action, as development of
an infection after the normal micro flora
has been altered by an antibiotic.
Instructor, such supports may help
students make intelligent inferences
about meaning, increase tolerance for
ambiguity, and provide motivation for
the learner to take responsibility for
his/her own learning.
Since the computer does not judge as
humans do (unless judgments are built
into the program), it can be a more
encouraging medium for learning than a
human instructor at times. Also, it can
reinforce correct guessing, i.e., solidify
formative ideas about a language concept
through complex positive feedback, while
providing encouragement that a teacher
may not be able to provide, and it may do
this ad infinitum, without tiring or losing
patience.
Addressing the affective domain also
implies a strategy-focused methodology.
Students often have impoverished selfviews regarding the reasons they fail.
They adopt unreal explanations to
preserve their self-esteem, which may
result
in
unproductive
classroom
behaviors (Brandt, 1988; McCombs &
Whisler, 1989). The computer may inform
and prompt appropriate strategies,
providing the opportunity for success in
risk-taking
in
a
judgment-free
environment.
In recent years the importance of
affective issues has become a matter of
debate and extensive research among
language
teachers,
linguists
and
researchers; and some variables were
found as having a high impact on success
in EFL/ESL learning. Defining the
affective variables is elusive, thus an
overview of the ones considered to be
influenced by the teachers attitude will be
briefly described below:
a. Self-Esteem
Dr Stanley Coopersmith (1967: 4-5),
defined self-esteem as a personal
judgment of worthiness that is expressed
in attitudes that the individual holds
towards himself, and indicates the extent
to which the individual believes in
himself to be Capable, significant and
worthy. Research has shown that a
student who feels good about himself is
more likely to succeed. Holly (1987)
compiled a summary of many studies
and pointed out that most indicated that
self-esteem is the result rather than the
cause of academic achievement. In
addition, Dr Martin Covington (1989)
from the University of California carried
out an extensive review of the research on
the relationship between self-esteem and
achievement, concluding that “self-esteem
can be modified through direct instruction
and that such instruction can lead to
achievement gains.”
This statement is consistent with the
experience of the writer, who has
conducted two research projects (Andres,
1993, 1996) in the area of self-esteem, and
the findings have led her to conclude that
self-esteem can be modified and
enhanced in the foreign language
classroom, and that significant gains can
be observed in the area of EFL/ESL
learning. This point is considered to be of
the utmost importance in the classroom:
as teachers we can exert an influence both
on the performance and well-being of our
Riryn Fatmawaty – The Influence of Affective Variables On EFL/ESL Learning and Teaching
students. As Brown (1994) says, good
teachers succeed “because they give
optimal attention to linguistic goals and
to the personhood of their students.”
b. Inhibition
Inhibition is closely related to selfesteem: the weaker the self-esteem; the
stronger the inhibition to protect the
weak ego. Herman (1993) suggests that
students
with
thick,
perfectionist
boundaries find language learning more
difficult than those learners with thin
boundaries who favor attitudes of
openness and the tolerance of ambiguity.
As Brown (1994) noted, language
learning implies a great deal of selfexposure as it necessarily involves
making mistakes. Due to the defense
mechanisms outlined above, these
mistakes can be experienced as threats to
the self. It can be argued that the students
arrive at the classroom with those
defenses already built and that little can
be done to remove them.
However,
classroom
experience
shows that the teacher’s attitude towards
mistakes can reinforce these barriers
creating, in the long run, learning blocks,
or the self-fulfilling prophecy: “I can't do
it. I 'm not good at it. In short, this
produces in the learner a deep-seated fear
of
inadequacy
and
deficiency.
Fortunately, we are witnessing that a
growing number of language teachers are
becoming increasingly aware that
focusing on students' strengths rather
than weaknesses is a powerful way to
break down learning blocks and
overcome inhibition.
c. Motivation
Brown (1994) defined motivation as an
inner drive, impulse, emotion or desire
that moves people to a particular action.
Similarly, some psychologists define
motivation in terms of needs or drives. In
his famous “Pyramid of Needs”, Maslow
(1970) presented his theory of motivation
as a hierarchy of needs, which stem from
basic physiological needs (air, food,
shelter)to higher needs of safety,
belonging, self-esteem, and the need for
self-actualization. Maslow (1970) claimed
that the last need placed at top of his
“Pyramid” can only be achieved if all
other needs are fulfilled.
A number of studies conducted in
the field of EFL/ESL learning have
shown that motivation is crucial to
successful EFL/ESL learning. Crookes
and Schmidt (1991) argued that intrinsic
motivation, the one that stems from the
interest in the activity itself independent
from extrinsic reward, should be favored
in the classroom. Conversely, Fontana
(1988) argued that there are occasions
when students 'intrinsic motivation is
insufficient and recourse has to be made
to motivation of an extrinsic tangible
nature. Thus, it seems that balance should
be
kept
between
both
stances,
understanding that extrinsic motivation
may be valid, useful and even necessary,
but if overused, in the long run it can be
detrimental to students' autonomy.
d. Anxiety
As learners we have all encountered
this feeling, which is no doubt closely
linked with self-esteem and inhibition.
Any task that involves a certain degree of
Riryn Fatmawaty – The Influence of Affective Variables On EFL/ESL Learning and Teaching
challenge can expose the learner to
feelings of self-doubt, uneasiness or fear.
Behind these emotions lies the question:
shall I succeed? As second language
learning is a highly demanding task, it is
very likely to raise anxiety in the learner.
Anxiety can be considered a negative
factor in language learning, and several
teaching methodologies in modern
approaches indicate that anxiety should
be kept as low as possible.
Brown (1994) makes the distinction
between trait anxieties the permanent
predisposition to be anxious and state
anxiety as the feeling that is experienced
in relation to some particular situation.
2. Affective Variables in EFL/ESL
Language Teaching and Learning
The interest in affective variables in
language learning is reflected in some
modern teaching stances aimed at
reducing anxiety and inhibitions and
enhancing the learner’s motivation and
self-esteem. These approaches could be
identified within the so-called humanistic
education. In her book Caring and
Sharing in the Foreign Language
Classroom, Gertrude Moskovitz (1978,
cited in Stevick, 1996: 24-25) states that:
Humanistic education is related to a
concern for personal development, selfacceptance, and acceptance by others, in
other words making students be more
human. Humanistic education takes into
consideration that learning is affected by
how students feel about themselves. It is
concerned with educating the whole
person the intellectual and the emotional
dimensions.
. The latter is firmly rooted on The
Monitor Model, the theory of language
acquisition proposed by Stephen Krashen
(1981 and 1985). Krashen posed that a
low affective filter is necessary for
acquisition to take place. The affective
filter is a mental block, caused by
affective factors: high anxiety, low selfesteem, low-motivation.
Conclusion
If language is communication,
EFL/ESL learning and teaching should be
aimed
at
establishing
meaningful
communication in the classroom, and the
first requirement towards this end is an
affective affirmation of the student.
Perhaps there is a need for further
research to determine the effects of
different approaches and methods; yet
what is needed, is awareness that a focus
on the subject matter of learning, is no
longer enough to develop the ultimate
aim of education: love of learning. The
writer has presented her ideas not as a
proponent of any one approach but as an
advocate of an integration of the affective
and cognitive domains in education. If we
want our students to develop their
inherent potential to learn, the affective
variables such as anxiety, motivation,
self-esteem and inhibition can no longer
be denied, the inner needs of the learners
can no longer be neglecte
As more holistic models based on
current theory and practice are developed
in addition to traditional, positivist
models, wider varieties of learners may
be reached in the TELL environment.
Designing such instruction may optimize
Riryn Fatmawaty – The Influence of Affective Variables On EFL/ESL Learning and Teaching
the opportunity for second language
acquisition by all students, as well as
provide alternative options for success in
the foreign language classroom.
Refferences
Brown, Douglas, 2000, Princliples of
Language Learning and Teaching,
Longman: San Francisco State
Unyversity
The Internet TESL Journal, Vol. II, No. 7,
July 1996
Kristmanson, Paula, Second Language
Education
CentreRoom
346
Marshall D’Avray Hall
Bloom, B., Ed, 1956, A taxonomy of
educational objectives, New York:
Longmans
Krashen, S. 1982. Principles and practices in
second language acquisition. Oxford,
England: Pergamon Press.
Siswanti – Peningkatan Motivasi dan Prestasi Belajar IPA