The Role of Positive Emotional Atmosphere in Enhancing Foreign Language Acquisition
DOI:
https://doi.org/10.69760/portuni.010316Keywords:
Positive emotional atmosphere, classroom climate, foreign language anxiety, engagement; retention, academic performance, Affective Filter Hypothesis, EFL acquisitionAbstract
A growing body of research in second language acquisition highlights the importance of affective factors in learning outcomes. This quantitative classroom-based study investigates how a positive emotional atmosphere influences English as a Foreign Language (EFL) acquisition among undergraduate students at Nakhchivan State University. Grounded in Krashen’s Affective Filter Hypothesis and contemporary motivational frameworks, the study examines the relationships between classroom emotional climate and learner engagement, knowledge retention, anxiety levels, and academic performance. A sample of 120 EFL students participated in surveys measuring perceived classroom atmosphere, engagement, and anxiety, alongside assessments of language retention and final exam performance. Statistical analyses (correlations, regressions) revealed that a positive classroom emotional climate is significantly associated with higher student engagement, lower foreign language anxiety, better retention of taught material, and improved academic achievement. The results support the premise that lowering learners’ affective filters through an encouraging, low-anxiety environment can facilitate language acquisition. Implications are discussed for EFL instructors to foster supportive, enjoyable classroom climates that optimize learning, and suggestions are made for future research to further unravel the complex interplay between emotional variables and language learning success.
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