Students’ Affective Filter and Their Utilization of the English Language in the 21st-Century Classroom

https://doi.org/10.5281/zenodo.23327809

Abstract

This study was about the student’s affective filter and their utilization of the English language in online learning. It correlates the respondents' profiles towards their affective filter and utilization of the English language. Quantitative research is also used in this study. The researchers used convenient sampling for distributing the questionnaires to respondents. Furthermore, correlation analysis was used to analyze if there was a significant relationship in the following: between the learners' affective filter and utilization of the English language, learners' profile and affective filter, and learners' profile and their utilization of the English language. The respondents of this study were sampled through the use of convenient sampling from Grade 7 to Grade 10 students enrolled at Wesleyan University-Philippines. The researchers used a questionnaire for the respondents' socio-demographic profiles, affective filter, and utilization of the English language. Based on the results of the study, it was reported that the respondents' demographic profile does not affect the learners' affective filter. On the other hand, most of the respondents' demographic profile does not affect their utilization of the English language except their gender affecting their levels of adaptability in using English. Lastly, it was also reported that the affective filter and language utilization in the 21st -century classroom have a significant relationship. Therefore, the results of the study show that the affective filters among junior high school learners are correlated with their utilization of the English language in the 21st -century classroom. Hence, the researcher recommended that teachers may help learners lower their filters by creating classroom environments that intentionally decrease these filters, such as maintaining a safe, collaborative, respectful, supportive, and in-depth classroom in which students were more comfortable participating.