Impact of Affective Factors on English Language Acquisition at Post-Secondary Education: An Empirical Study

Abstract

Theories about how individual variables can be successful in acquiring English have been a source of debate for decades. Even though they are studying English in the same classroom, some students outperform others due to a variety of personality traits that they bring to language acquisition. The purpose of this research is to investigate the impact of affective factors on students' English language acquisition at the post-secondary level, as well as the extent to which psychological factors can support student attainment. A list of questionnaires was distributed to 50 post-secondary level engineering students of various engineering colleges in Andhra Pradesh to determine which factors impact their English language acquisition positively or negatively. According to the results, positive affect, or feeling good about learning, can improve and help inEnglishlanguage acquisition mastery, whereas negative affect is a psychological barrier to success. Instructors should carefully consider affective variables to increase students' willingness to communicate in English.