Affective Filters in Second Language Acquisition as Predictors of English Language Proficiency

This study investigated the predictive role of affective filters in second language acquisition on English language proficiency among Grade 9 learners. The study employed a quantitative approach, measuring the levels of motivation, self-efficacy, and anxiety using Likert scales. English language proficiency was assessed through a standardized test. The results revealed a significant positive correlation between motivation and various aspects of English proficiency, highlighting its crucial role in language learning success. Conversely, anxiety demonstrated a significant negative correlation, indicating that higher anxiety levels are associated with lower proficiency. Self-efficacy showed a positive relationship with specific skills, particularly correct usage and grammar, suggesting its importance in targeted skill development. Regression analysis further confirmed the significant predictive power of motivation and anxiety on overall English language proficiency. Based on these findings, the study concludes that motivation and anxiety are key determinants of English language proficiency, while self-efficacy plays a more nuanced role. This study recommends that educational interventions prioritize fostering motivation through engaging and relevant learning experiences, alleviating anxiety by cultivating a supportive and non-threatening classroom environment and enhancing self-efficacy through targeted instruction and opportunities for success. Further research is suggested to explore other potential factors influencing English language proficiency.