Learners individual differences: an analysis of affective factors in learning english as a second language
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Date
2023
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Abstract
The study identifies the aspects that influence MPhil applied linguistics students to learn effectively English as a second language. The study aim is to investigate the individual differences which constraint students’ ability to learn English as a second language with regard to affective factors. In this study, the researcher has used a quantitative technique. Purposive sample of two hundred and fifty MPhil applied linguistics students including male and female were chosen. The investigator has used the questionnaire as a tool to collect the data from selected two hundred and fifty MPhil applied linguistics students in order to investigate the affective factors. Using a six-point Likert scale, the questionnaire comprised thirty-one statements. These statements refer to the affective aspects which obstruct the learners to learn (English) as a second language taking into account motivation, attitudes, self-confidence and anxiety. The researcher employed descriptive statistics to analyze the data using SPSS after gathering the data. The results showed that Self-confidence (Mean=34.34) is the most recurrent impeding factor for MPhil applied linguistics students among four selected variables as low self-confidence is, on the contradictory, "students experience indecision, timidity, apprehension and societal detachment. After the self confidence, the second hindering aspect is Anxiety (Mean=32.10) as it is a ubiquitous and convoluted affective factor especially among the L2 learners. It is not just an append aspect that is trifling in L2 learning. It is in fact a vital affecting erect which is crucial in influencing l2 learning. The third deter factor in learning English as a second language is Motivation (Mean=29.32) and the fourth obstructing factor which impede the learning is Attitudes (Mean=27.15) as both the motivation along with attitudes are alleged to be essential elements in thriving L2 learning. The correlation analysis result shows that attitude is comparatively highly correlated with self-confidence significantly with value of .610 and p-value .000. Correlation among attitudes and motivation is moderate with value of .581, which is significant at the.000 level. Motivation is moderately correlated with self-confidence significantly with value of .527 and p-value .000. Anxiety with attitudes is low but statistically significant correlated with value of .385 with p-value .000. The association between motivation and anxiety is relatively low with value of .177 that is significant at the .005 level. A very weak correlation is between anxiety and self-confidence with value of .138 and p-value .029. It is envisaged that this research will contribute useful information to students about the affective aspects of learning (English) as a second language that limit their ability to learn well and in minimizing such attributes to have better outcomes. The results of this study can also assist teachers in strengthening their students’ capabilities and minimizing the detrimental effects that these affective components have on their students’ learning English as a second language. It is suggested that future investigators can conduct equivalent study on the affective aspects in terms of gender-based impediments in learning English as a second language.