How EFL Learners’ Identity, Speaking Anxiety, and Autonomous Learning Help to Shape English Speaking Proficiency: Through the Lens of Affective Filter Hypothesis
DOI:
https://doi.org/10.70232/jrep.v3i4.275Keywords:
Feelings, Independence, Identity, Skills, Self-Regulation, Speaking AnxietyAbstract
The present study is an exploration of the correlation between the EFL learner identity, speaking anxiety, autonomous learning and English-speaking effectiveness within the framework of the Affective Filter Hypothesis. The present study used a quantitative correlational research method, and the data were collected from 200 tertiary level EFL students by using a structured questionnaire and a measurement of speaking proficiency. The study investigates the relationship between the emotional and self-regulatory factors with the learners' oral communication in English. The results show that learner identity and autonomous learning are significant and positive factors affecting the English-speaking competency of learners, while speaking anxiety has a negative impact. In comparison with the other variables studied, the results indicated that autonomous learning is the most significant indicator of speaking competence, suggesting the crucial role of autonomous learning behaviors, autonomous practice, and learner responsibility in language learning. Additionally, the findings show that there is a positive correlation between the degree of student anxiety and the level of their speaking fluency and effectiveness of communication, and the degree of the student's identity as a learner with the fluency and effectiveness of the speech. The study is based on the Affective Filter Hypothesis, which highlights the importance of emotional barriers and psychological factors in the outcome of language learning. The findings highlight the importance of using pedagogical approaches that are learner-centred in educational institutions, as well as by language teachers, in order to increase learner autonomy, decrease speaking anxiety, and reinforce the positive identity of the learners. The significance of the study lies in the empirical evidence gained on the interactions between affective and cognitive aspects in improving the English speaking ability of EFL learners.
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