Lowering the filter: The role of attitude in English language acquisition

This paper delves into Stephen Krashen’s Affective Filter Hypothesis (1982), which suggests that emotions such as motivation, attitude, self-confidence, and anxiety play a significant role in how easily or how challenging it is for students to acquire a second language. Among these emotional factors, attitude is especially important as it influences other aspects of the affective filter. This paper takes a narrative literature review approach to examine how attitude impacts language learning, particularly in the case of learning English. It explores the definitions, dimensions, and key factors that shape students’ attitudes and highlights teaching strategies supported by research that create an encouraging classroom environment. Such an environment can motivate students to engage more with the language. The findings highlight that having a positive attitude is key to success in learning a language. When students stay motivated and confident, they are more likely to jump into conversations, keep practicing, and step out of their comfort zone. On the other hand, students who feel anxious or discouraged often struggle to engage with the language, making it harder for them to improve. This study also emphasizes that addressing emotional and psychological aspects in language teaching is just as important as teaching grammar and vocabulary. In fact, these emotional factors play a crucial role in helping students truly succeed in their language-learning journey.