Analyzing Teachers’ Use of Strategies for Reducing the Affective Filter

Abstract

This research synthesis analyzes the strategies that teachers use to reduce the affective filter in students learning English as a foreign language (EFL) or second language (ESL) and their effects on different age groups. Based on Krashen's Affective Filter Hypothesis (1982), which highlights self-esteem, motivation, and anxiety as emotional factors that influence language acquisition, the synthesis identifies four main categories of strategies: interactive multimedia, collaborative techniques, affective strategies, and teaching methods. Although all were beneficial for children and adults, their application varied according to emotional and developmental needs. In young learners, playful and visual approaches, such as Total Physical Response (TPR) and virtual games, fostered motivating and safe environments. In adults, strategies that promote autonomy, emotional self-regulation, and meaningful connection, such as goal-oriented tasks, mindfulness, and emotion-based pedagogy, stood out. In all groups, the strategies reduced anxiety, increased motivation, and strengthened confidence. The teaching methods produced more lasting effects due to their comprehensive and continuous nature. The findings underscore the need to apply emotionally sensitive and age-appropriate pedagogical practices to improve well-being and language acquisition, highlighting the value of sustained and multifaceted approaches to language learning.