Role of Affective Factors in ESL students’ oral proficiency: A Qualitative insight from Teachers
Keywords:
Oral Proficiency, Affective Factors, ESL Students, Language LearningAbstract
The complex impact of emotional elements on the oral competency of ESL students in secondary school is the subject of this qualitative study project. The research investigates four significant topics by conducting in-depth interviews with 18 instructors. These topics include motivation, anxiety, joyful learning experiences, and cultural influences of the participants. The research demonstrates the significant influence of these emotional aspects on the oral communication abilities of ESL students, revealing their linked nature. By giving nuanced insights that are relevant for educators and policymakers, the study contributes to the current body of literature by enriching it. It also provides a framework for individualized interventions that are targeted at improving the oral competency of English as a Second Language (ESL) students. The discussion that follows incorporates the findings of the current study with those of previous research. This places the study within the larger discourse of emotional aspects in language learning, providing a thorough understanding of the impact that these elements have on the language acquisition of ESL students.
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