The Impact of Affective Factors on Junior High School Students’ English Learning
DOI:
https://doi.org/10.54097/atgdnh67Keywords:
Affective Factors, Junior High School Student, English LearningAbstract
This thesis explores the impact of affective factors such as motivation, anxiety, self-confidence, and self-esteem on junior high school students' English learning, and points out that these factors play a crucial role in shaping the learning process and outcomes. Critical analysis shows that positive affective factors can enhance students' engagement, persistence, and academic performance, while negative ones may hinder learning. However, the thesis also identifies several challenges, including individual differences, classroom environment issues, teacher-related factors, as well as parental and social influences. Based on these findings, this research puts forward practical recommendations, such as creating a positive classroom environment, enhancing learning interest, providing expectations and feedback, advocating cooperative learning, offering teacher professional development opportunities, and involving parents and the community. The conclusion of the study holds that paying attention to affective factors is essential for promoting students' emotional well-being and success in language learning, and further in-depth research in this field is needed in the future.
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