The Impact of Affect on Second Language Learning: A Mixed Methods Case Study

Charuhasini Wathuge
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Charuhasini Wathuge: General Sir John Kotelawala Defence University, Sri Lanka

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 6, 29-38

Abstract: Affect includes every aspect related to feelings, emotions, moods, sensations etc. that people encounter in their lives. University students experience a rich variety of such feelings, emotions, moods and sensations in academic settings. They are also frequently subjected to emotional upheaval due to various reasons, specifically within the initial phase of their university life. Emotions experienced by students in academic settings are believed to play a major role in their academic success and achievement. However, the attention given to the role of emotions in educational settings, particularly in Second Language (L2) learning is seemingly at a low level. Therefore, the study explored the impact of academic emotions on L2 learning with a special focus on first year Undergraduate Officer Cadets studying in a defence university in Sri Lanka. This investigation took the form of a case study that subsumes a mixed methods research design. Both quantitative and qualitative methods to gather, analyse and interpret data were integrated at each stage of the study to avoid inherent biases and limitations of using only one method. Results suggested that especially during the first year, the students frequently encounter many adjustment problems due to the nature of their training, language issues and personal attributes. What appeared to be impacted mostly on real learning in this context was intrinsic motivation. Though manifestation of positive emotions inside the classroom was found to have a positive impact on students’ performance, it was exposed that in educational settings where rigorous physical training is a necessity, the will power and determination gained through the experience of negative emotions seemed to assist the students to perform better in classroom activities, presentations and at exams than the impact made by the experience of positive emotions. It is therefore, recommended the university staff members to intervene in assisting the undergraduates in coping with their emotional struggles only in the right place and at the right time, as enough room should be given to the students to learn from their own affective experiences.

Date: 2021
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