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From a perspective on foreign language learning anxiety to develop an affective tutoring system

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Abstract

According to Krashen’s affective filter hypothesis, students who are highly motivated have their self-consciousness. When they enter a learning context with a low level of anxiety, they are much more likely to become successful language acquirers than those who do not. Affective factors such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system to conduct an empirical study. The study aimed to improve students’ learning interest and provide adequate feedback by recognizing their emotional states during their learning processes. It is expected to enhance learners’ motivation and interest via affective instructional design. Improve their learning performance by doing so.

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Authors and Affiliations

  1. National University of Tainan, No.33, Sec. 2, Shu-Lin St., Tainan, 70005, Taiwan, ROC

    Hao-Chiang Koong Lin, Ching-Ju Chao & Tsu-Ching Huang

  2. Tung Fang Design Institute, No.110 Dongfan Rd., Hunei Dist., Kaohsiung, 82941, Taiwan, ROC

    Ching-Ju Chao

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  1. Hao-Chiang Koong Lin
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  2. Ching-Ju Chao
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  3. Tsu-Ching Huang
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Correspondence to Ching-Ju Chao.

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Lin, HC.K., Chao, CJ. & Huang, TC. From a perspective on foreign language learning anxiety to develop an affective tutoring system. Education Tech Research Dev 63, 727–747 (2015). https://doi.org/10.1007/s11423-015-9385-6

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  • DOI: https://doi.org/10.1007/s11423-015-9385-6

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