ACCOUNTANCY AND BUSINESS ADMINISTRATION International Journal of Education Research for Higher Learning ACCOUNTANCY AND BUSINESS ADMINISTRATION

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J. Apolinar, I. Bansuan & G. Perez Vol. 23 No. 2 October 2017 Online ISSN 2244-6532

REFERENCES Affective Filters of English Language Learners:

Voices of College Students In Context
Brophy, J. (1998) (Ed.). Advances in research on teaching: Expectations in
the Classroom. Greenwich, CT: JAI Press. Joan N. Sison
University of the Immaculate Conception, Davao City, Philippines
Cangelosi, J. (1990) “Designing tests for Evaluating Students Achievement.” [email protected]
NY: Addison, Wesley,

Ellis, F. E. (1955), DEWEY’S CONCEPTION OF EDUCATION FOR ABSTRACT

GROWTH. Educational Theory, 5: 12-15. doi:10.1111/j.1741-5446.
1955.tb01283.x The purpose of this phenomenological study was to describe and to understand
the lived experiences of college students in dealing with their affective filters
Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, as they learn English as a second language. It also sought to find insights of
VA: National Association of Secondary School Principals. students on their language learning travails as well as explore the effective
English as a Second Language learning strategies beneficial to lowering students’
Keller,J.M. (1987). Development and use of the ARCS model of motivational affective filters. Purposive sampling technique yielded 10 participants in the in-
design. Journal of Instructional Development, 10(3), 2-10. depth interview and 7 in the focus group discussions in selected higher learning
institutions in Davao City. Thematic analysis propelled various themes to emerge
Professional Regulation Commission (2013), Nurses Licensure Examination from this study. For the Lived Experiences of Students in Struggling with their
Result. Retrieved on April 3,2013. Affective Filter, the themes were Stage Fright, Coping Mechanism (Independence
versus Interaction), Refusal to Converse with the English Professor, Embarrassing
Thissen, D., & Wainer, H., (2001). Use of item response theory in the or Discouraging Moments in Class and Motivating Moments in Class. Students’
study of group differences in trace lines. Lawrence Erlbaum Associates, insights from their learning travails that will explain their lived experiences
Inc include Request for Correction without Humiliation, Need to Practice Speaking
in English, Need for Confidence-boosting, Fun Activities, Empathy versus
Alienation and Beyond Students’ Level. Effective English as a Second Language
(ESL) Learning and Teaching Strategies to Combat Affective Filters Drawn from
the Participants’ Narration comprise Relaxing Environment, English Linguistic
Environment, How Professors Heighten Students’ Motivation, Learning
Strategies to Lower Affective Filters and Relating English Language Learning to
Real Life.

KEYWORDS: Applied linguistics, affective filters, english language learners,

voices, english as a second language (ESL) teaching and learning strategies,
phenomenology, thematic analysis

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J. Sison Voices of College Students In Context J. Sison

INTRODUCTION It even came to a point that “the demand for English teaching in the Philippines
has meant the closure of many schools in Korea as the Philippines becomes the
My years of teaching experience allowed me to cross paths with students favored choice of Koreans to study English. Another economic opportunity
who struggle in expressing themselves in English not because of intellectual issues linked to high English proficiency is the Business Process Outsourcing (BPO)
but because of emotional concerns and sometimes, unfounded fears. I want to industry, which is the biggest employer of graduates in our country nowadays.
better understand glossophobic students by uncovering their lived experiences. I Since excellent English communication skills of agents comprise the lifeblood
wonder what makes them hesitate in interacting with other people and how they of this industry, partnerships between the industry and the academe have
deal with their language learning jitters. I also wonder about how professors like been initiated to cater to the language proficiency demands of the call centers
me can aid them in breaking their emotional barriers to learning---their affective (Lockwood, et al., 2009). In the midst of the mentioned work opportunities
filters. demanding high English proficiency, students need as much help as they can in
I highly encourage my students to adhere to the “English Only Policy” or understanding how their affective filters affect their English language learning.
EOP in the classroom. I often aim to “maintain a flow of ordinary, meaningful The purpose of this phenomenological study was to describe and to
language… universally accepted as normal, basic modes of human interaction” understand the lived experiences of college students in dealing with their
(“Essential features of focal…” n.d.). Groping for words to express their queries, affective filters as they learn English as a second language in selected institutions
some of them would stammer but end up blurting, “Nothing, Ma’am” or “Never in Davao City. Specifically, it aimed to gather insights of the students gained
mind, Ma’am!” from their language learning travails and to outline the effective teaching and
This travail in English language learning is also shared by young minds learning approaches in dealing with the affective filters, which were drawn from
beyond the local milieu. Alarmingly, Ramirez (2012) divulged in a Department the participants’ narration.
of Education website the low English mastery level of Filipino learners in the This study is viewed through the lens of Affective Filter Hypothesis (Krashen,
National Achievement Test for these past years. She pointed out a deterioration 1981), which posits that “a number of affective variables play a facilitative
in both oral and written communication skills that needs to be addressed by but non-causal role in second language acquisition.” Krashen highlights how
the education sector. Lang (2010) documented how “shyness and this social motivation, self-confidence and anxiety can either heighten or hinder students’
disposition complicates the learning of English and participation” of students progress in language acquisition. Since affective filters are inversely proportional
in the American classroom. Meanwhile, in the Asian setting, having limited to learning, students who are highly motivated, strongly confident and less
vocabulary and little motivation for communicative competence led Korean anxious are better language acquirers than those who are not. Through the
learners to resist interacting in the academe (Li, 1998 as cited by Hadikin, Affective Filter hypothesis, I explored the emotional learning barriers present in
2014). In order to acquire a second language, students must be exposed to the participants and how these participants coped with these impediments.
comprehensible input, which they can effectively process by diminishing their From the themes extracted, there are other theories used. For instance,
affective filters. Having a low level of anxiety, high levels of self-confidence and Individual Variation theory (Richie 1978 as cited by Krashen 1981) “describes
motivation, and positive attitude to English language learning promote low how the learning acquisition distinction captures one sort of individual variation
affective filters that are advantageous to learning (Krashen, 1981). Nonetheless, in second language performance.” Among the three types of learners mentioned
students must not just aim to decrease their affective filters merely for academic in case history, there are Monitor “over users” who are obsessed with grammatical
prestige but for practical reasons. rules. These over users may experience “lathophobic aphasia”, “an unwillingness
At present, there abound economic opportunities linked to high English to speak for fear of making a mistake.” (Stevick, 1976 as cited by Krashen, 1981).
proficiency. For instance, a change in government policies and globalization issues
has triggered numerous Korean parents to send their children to study in foreign
countries for English language acquisition (Park, 2007). The exam-obsessed
culture of Korea opened doors for Filipinos to teach English to Korean learners.

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METHODS different forms of intentionality in a reflective attitude, because it is precisely

in and through the corresponding intentionality that each domain of objects
This qualitative study made use of phenomenological approach. Through becomes accessible to him.
the active engagement of a small group of participants in a discussion of specific The varied perspectives of this study’s participants guide the readers to
phenomena, rich and insightful results are yielded from the thematic analysis of have a renewed understanding of what it is like to be a learner struggling with
participants’ perspectives. This phenomenological study entitled, was conducted affective filters while learning the English language in the classroom. There
to reveal the lived experiences of students as they struggle with their affective were 17 college students who were invited to participate in this study. Seven
filters in learning English as a second language, to highlight insights that the joined the focus group discussion and ten took part in the in-depth interview
students have gained from their language learning travails, and to explore the as means to generate data sources. The number for the focus group discussion is
effective ESL teaching approaches in dealing with affective filters drawn from the enough because Eliot (2013) defines a focus group discussion as “a small group
participants’ narration. The qualitative research described how the participants composed of six to ten people.” Meanwhile, Polkinghorne (1989) as cited by
deal with their professors and classmates amidst affective filters or emotional Creswell (2007) recommended the interview of five to twenty-five participants
factors like anxiety, motivation, self-confidence and language learning attitude in “who have all experienced the phenomenon. These participants were all enrolled
the academic setting. in the second semester of the academic year 2014-2015 in two Catholic higher
In this study, I identified the phenomenon of affective filters then sought learning institutions in Davao City, Philippines.
persons who have consciously experienced this phenomenon either by directly I formulated guide questions based on the rudimentary research questions.
asking students who could be possible participants or by asking other students Then, I chose field experts to validate my research questions so as to ensure
and teachers if they knew learners who experienced the mentioned phenomenon. that the questions are clear or understandable and will yield necessary relevant
After securing informed consent from the qualified participants, I gathered data responses without being harmful to participants.
from them through in- depth interviews and focus group discussion where they Next, I chose participants through random purposeful sampling so that the
were asked open-ended questions. necessary relevant information could be drawn. This technique “adds credibility
From the interview transcriptions, I used “horizonalization” (Moustakas, to sample when potential purposeful sample is too large” (Miles, Huberman &
1994 where I highlighted “significant statements, sentences or quotes that provide Saldana, 1984). I informally observed some students and asked them about their
an understanding of how the participants experienced the phenomenon.” From affective filters. I also sought the help of former co-professors to identify students
these, I developed clusters of meaning. I then used these clusters of meaning to who showed high affective filters and who could be possible participants of this
create description. This description comprised ‘what’ participants experienced study. The participants were given codes so as to secure confidentiality of their
(textural description) and ‘how’ they experienced it, which is imaginative identities in line with ethical considerations.
variation or structural description (Moustakas, 1994). These structural and Subsequently, I made arrangements for a safe, secured and conducive site for
textural descriptions led me to write a composite description that showcases the interview, set a target date and made adjustments based on the participants’
the phenomenon’s essence (essential, invariant structure) that highlights the available time. On the day of the interview, I let them sign a consent form
participants’ common experiences. specifying their voluntary participation and their prerogative to refuse if they
Since phenomenology is descriptive rather than explanatory, its central task feel uncomfortable, to conceal their identity through codes and to review the
is “to provide a clear, undistorted description of the ways things appear”. The transcribed data for accuracy before the research would be published. Then, I
world’s existence is enclosed in brackets and every mode of consciousness, which conducted the interview in an informal way to let it transpire in a convenient and
comprises intuition, recollection, imagination and judgment, is changed into a conversational manner. I also used techniques to promote rapport between the
phenomenon. Meanwhile, in the second step, which is eidetic reduction, “one participants and me as the interviewer. These techniques included clarification of
must forgo everything that is factual and merely occurs in this way or that.” questions, providing information, body language and eye contact.
Hence, there is a need for the phenomenological investigator to examine the Aside from recording the interview through my mobile phone, I took a

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video of the interview through my Macbook to capture the “laughter, sighs, Furthermore, I let a peer debriefer read the research and I accepted
silences, and participants’ questions and explorations, all of which are considered comments or suggestions so as to widen my perspectives and establish a necessary
as aspects of an interview that are vivid’ and ‘appealing.” For triangulation, I detachment from the study (Shenton, 2003). I also employed participant
conducted a focus group discussion. The advantages of focus group research checking. I needed to “check feedback from study participants” to ensure the
consist of “gaining insights into people’s shared understandings of everyday life “accuracy of my interpretation of the experiences of the participant” (Ely, 1991).
and ways in which individuals are influenced by others in a group situation”. I I did this by showing the transcribed data to the participants and by letting them
implemented a focus group interviewing so as to employ triangulation, which sign a certification of truth and accuracy of data.
contributes to the trustworthiness of a research. I hired a qualified focus group To have transferability, I collected sufficient detailed and rich description
moderator to supply the topics for interaction and to ensure “good levels of group of the experiences of the participants by conducting an in-depth interview in
leadership and interpersonal skills.” order to come up with similarities between situations to ensure that the result of
The analysis of the data was patterned after the simplified version of the the study could be transferred into another context or with other situations by
Stevick-Colaizzi-Keen method discussed by Moustakas (1994). First, I expressed reporting with sufficient detail and precision.
in the introduction a description of my personal experiences relevant to the Involving teachers, advisers, and other consultants to examine the process
studied phenomenon. I did this to later set aside my own experiences in favor of collecting, analyzing, and interviewing my transcribed data implemented
of focus directed to the study’s participants. After having access to the video and the audit trail. Moreover, audit trail was achieved by keeping a written detailed
audio recordings of interviews, I analyzed the data using the relevant theoretical description of the responses of the participants from both the in-depth interview
lenses previously mentioned. and focus group discussion. Triangulation was used to allow multiple perceptions
First, I transcribed the data. Then, I carefully read and reread the data to to clarify meaning and to avoid investigator bias. Moreover, I made sure that
come up with a list of significant statements. After that, I applied data coding and findings were the results of the experiences and ideas of the participants. I analyzed
analysis to easily identify and link questions and participants’ answers (Strauss, the experiences of the participants consistent to what they shared and did through
1987, Strauss and Corbin, 1990 as cited by Bitsch, 2005). Later, I grouped the the interview and focus group discussion. Furthermore, I “analyzed the actions
significant statements into themes and categorized the themes that emerged. and perceptions of participants for their expressions of meaning within a given
Subsequently, I wrote a textural description of what the participants experienced context” (Jensen, 2013). I then “interpreted the participant expressions through
in relation to the phenomenon with verbatim examples. Next, I wrote a structural a coding or meaning-making process”.
description on how the experience happened that comprised the setting and I also assigned a peer debriefer to “make pointed observations and
context of the participants’ lived experiences. Finally, I developed the composite suggestions and pose ‘devil’s advocate’ questions” throughout the conduct of the
description of the phenomenon, which consisted of the textural and structural study. (Denzin and Lincoln, 2008). Furthermore, I expressed the weaknesses
descriptions that highlighted the “essence” of the lived experiences of college of the techniques used in the study and provided the audit trail. This audit
students in relation to their affective filters in English language learning. trail would allow the observers “to trace the course of the research step-by-step
To achieve credibility, I emphasized to the participants that they had to be through the decisions made and the procedures” in this study (Shenton, 2003).
honest with their answers but they did not have to divulge information they are As a teacher who strives to expose my students to an English linguistic
uncomfortable with. They also had the right to withdraw from their participation. environment, some of the challenges I encounter are students who refuse to take
I did this to ensure genuine willingness of participants to give data freely. Next, I advantage of this learning opportunity because of their affective filter issues.
employed triangulation. This process exists “to address the issue of internal validity” Some of them are too shy, too unmotivated or too anxious to interact using the
by using more than one method of data collection to answer the research question English language. I am a faculty member who teaches English and Literature
(Barbour, 2001). In this study, I used interview and focus group discussion. The subjects in the tertiary level in Davao City. I was nurtured by a private high
purpose of doing this is “to maximize the range of data that might contribute to the school, which gave us a strict training on the English Only Policy. Hence, I also
researchers’ understanding of the case” (Breitmayer, 1991). implement it in the classroom in view of Saunders, O’Brien, Genesee, Lindholm-

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Leary & Christian (2006) suggestion which states, “the use and exposure are codes from the audio record would be included in the hardbound research. The
essential conditions in achieving higher levels of proficiency regarding academic transcribed data was then shown back to the participants for them to check the
use of the language”. accuracy of their responses. Their access to the transcribed data was subsequently
Specifically, during the conduct of this study, I explicated the lived documented through their signed certification. Lastly, I properly cited and
experiences of the participants, and looked into their points of view in order referenced texts from other authors using the APA format.
to reveal their language learning travails, and the challenges they encountered.
I was the interviewer and I had someone who transcribed and translated the
data. To avoid biases, I was open to see their world differently because they had RESULTS AND DISCUSSION
unique experiences and these experiences had particular meanings. As suggested
by Crotty (1998), in order to discover the true experience that is being studied, The most dominant of all the themes that surfaced was that English
the researcher must “lay aside” any preceding understanding of the phenomenon, communication scenarios led the participants to experience stage fright.
so I refrained from persuasion in the investigation. Performing in front of the class gives the students the jitters because they worry
I observed ethical considerations in the conduct of this study. I ensured that about being their classmates’ laughingstock. Among the varied symptoms of stage
the participants were “fully informed about the aims and objectives of the study” fright, the most dominant is the shivering of hands. The way learners speak is also
(Kimmel, 2007). After asking students questions regarding their affective filters, I affected, ranging from stuttering, cracking of voice and worse, totally losing their
made them answer a survey questionnaire for supplemental demographic profile voice. Learners also get clueless on what to do especially on how to deal with their
data. I then informed the selected students about my research and requested emotions. They shared that their anxiety made it hard to control their shaking
them to sign an informed consent form as a proof of their voluntary participation and stuttering and made it hard for them to focus on the task at hand.
with the assurance of confidentiality and a convenient schedule that will not Participants in the in- depth interview and focus group discussion revealed
disrupt their studies. I ensured that their privacy was respected (Buchanan and that emotional preparation for recitation in front of the class involves independent,
Bryman, 2009) by letting them use pseudonyms. metacognitive strategies like organizing or constructing ideas in the mind and
Aside from participant information through written and verbal manner, harnessing “think time” before expressing their answers. The participants revealed
I allowed digital interaction wherein those who still had queries sent me text that having their own coping techniques made it possible for them to complete
messages to which I replied. To ensure that participants were not harmed in any communicative tasks in spite of the anxiety they felt. These coping mechanisms
way, I let experts validate the research questions and interview guide as proof included organizing their own thoughts and practicing what is in their mind
that only relevant queries were asked to spare participants from anything that is as preparations for communicating. Avoiding humiliating moments is done by
discriminatory, degrading or too personal. I informed the participants that they making use of think time such as preponderance of answers, gathering their
had the right to refuse answering any question that they are uncomfortable with thoughts and really thinking about what they would say are some techniques so
and that they may withdraw their consent if ever they find justifiable reasons to as not to give irrelevant answers. Most participants resort to another independent
do so. I also informed the participants that the study would be beneficial for them strategy like calming their jitters by transiently ignoring other people’s presence
to reflect on their lived experiences regarding their affective filters. Eventually, in class, specifically that of the professor or the classmates. They do this through
they could possibly retain good coping mechanisms and open the eyes of key pretending that one is alone in the room, avoiding eye contact and subjecting
people in the academes so as to provide positive changes in English language what is sighted to notions of invisibility or nothingness.
learning. Furthermore, I provided food as well as transportation allowance for the On the other hand, interactive strategies of participants include asking
participants’ added convenience. classmates for clarification. These are employed when participants encounter
Moreover, I assured the participants that the Macbook videos would only difficulties in English language learning. One participant was caught off guard
be used to store supplemental (for observations on non-verbal communication) when asked a question by his professor and had to resort to asking his classmates.
and back up data. However, only transcriptions with confidential participant Some participants tend to avoid raising queries or voicing out opinions

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to their teachers because of their timidity or because they tend to be paranoid

about the probability that their teacher will give them a sarcastic remark. Other To combat their affective filters, students predominantly believe in the need
interviewees prefer to be reticent because they are scared of making mistakes or to practice their English communication skills. There is an expressed preference
they have experienced a mental block. for the gradual increase of the audience they face when they speak. There is also
In the classroom, most participants’ battle against discouragement or a predilection for group learning specifically on the group’s evaluation of their
humiliation are caused by their peers. The rest, are induced by themselves and speech as well as the mimicking of movie lines as a warm up activity for speaking
their teachers. Peers dampen their enthusiasm by criticizing or correcting their tasks.
answers and by laughing at their mispronunciation or grammatical errors. Participants believe that professors can help students combat affective filters
Meanwhile, they commit self-inflicted discouragement through the feelings when the former provide speaking activities that do not only build confidence but
of communications skill inadequacy, fear of linguistic glitches, and lack of are enjoyable as well. Participants’ preferred oral communication tasks included
confidence. On the other hand, teachers discourage them the least through impromptu speech, interactive games and role-playing. Aside from providing
negative or harsh comments on their abilities and setting standards they deem reinforcement through points, professors can crack jokes and strive to capture
too high to reach. Feeling ashamed is often caused by the derisive laughter that students’ attention.
comes from their classmates as well as heckling and teasing. Empathy is highlighted among participants as more of them prefer what
Although there have been embarrassing moments in class, the participants they describe as “informal” conversations with peers or friends in which they
were also able to share that there are also motivating moments in English Language feel happy, comfortable and confident. They can easily express their ideas and
Learning. Majority of the time, professors motivate the participants by discussing understand one another. They do not judge and are not judged, they laugh at
real life examples (through citing a popular person’s success story or through their own errors, and learn from their more proficient peers through example or
mentioning the participants’ future career needs) and by giving encouraging correction.
words as well as learning tips. Participants also spark their own interest through On the other hand, alienation prevails over participants, as they feel
perceptions of ESL learning as supportive of self-development and future career uncomfortable and nervous in what they describe as “formal” interaction with
competitiveness. Instrumental motivation dominates the reason why students their English professors or with proficient English speakers wherein the students
learn English as a second language. have to carefully filter their topic or words. They fear being judged and feel
The participants’ were asked what message they had for their English inferior. They too exert more effort in responding in English and are conscious
professors regarding their hesitance to speak in English as well as the learning of what is right or wrong in this language. It’s no wonder that participants favor
and teaching strategies, which participants think can lower their affective filters. conversations with peers rather than those with their English professors or with
Moreover, it differentiates the English language learning attitudes of participants people so adept in the English language.
when they are with peers or friends and when they are with their English professors When participants perceive professors’ words as “beyond students’ level”,
or proficient English speakers. It further discloses the English Professors’ words, they end up feeling clueless, intimidated and inadequate. Meanwhile, when
gestures or comments, which might be detrimental to participants’ confidence in participants see on their professors’ faces what they dub as a “tiger look” and a
the classroom. face that they interpret as saying “really?” they think their teachers doubt their
A lot of participants shared that they can and are willing to accept correction. English speaking ability.
While some prefer it to be done in private and others don’t mind if it’s in public, all Participants perceive a relaxing environment as one where teachers and
of them request to be spared from humiliation. Accordingly, if a professor affronts students learn at the same time, without competition and with acknowledgement
them, they would be traumatized and they would have diminished confidence. of imperfection. They view it, too, as a place where they comfortably voice out
They, too, desire their professors’ tolerance and understanding by bearing with their ideas without being criticized or looked down on. They also want to be with
their attitude and by not being too strict and intimidating. Moreover, they seek The participants shared that they want to be in an English linguistic
to be encouraged to speak or to be cheered on. environment where the teacher commands respect and emulation through her

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language proficiency but is still able to meet them at their level. They view the damaging when peers give correction is that the speech performer might end up
teacher as the primary source of meaningful input in the target language and discouraged or humiliated. Pointing out errors in an insensitive or thoughtless
find it challenging and advantageous for learning if their peers also converse way may provoke a negative affective response. Learners may endure teacher
in English. They also shared that English professors can help improve their correction even if it may be harsh but being the object of derisive laughter may
motivation to learn English by challenging them to push themselves to the limits. seriously harm students’ self- esteem, self-concept and self-efficacy.
Participants also revealed that their English professors can boost their motivation Ur (2012) stated that teachers are in a position of power due to their
by reminding them of the importance of English in their future career. authority to correct learner errors. Awareness of being in a high place in the
To lower their affective filters, participants read dictionaries and other academic hierarchy of power should make teachers careful not to exploit the
books that enhance grammar, vocabulary and speaking skills. Participants also said privilege. Montessori and Ponte (2012) stressed that hurling bad remarks at
practice speaking English usually with friends in school. Participants further the learners like saying something negative about their intellectual ability is an
revealed that they can appreciate English language learning better when their insult and not a correction “because in order to correct oneself, one must become
professors explain the significance of English especially in real life situations like better.” She added that, “Experience and exercise alone correct errors, and the
social interaction and attainment of a higher educational level. acquisition of faculties demands long exercise.”
Newman (2002) presented the “specific competencies and motivational Students acknowledge the necessity to hone their communication skills
resources required for adaptive help seeking: (a) cognitive competencies (ie., through constant training. Norton (2013) divulged a similar awareness on
knowing when help is necessary, knowing that others can help, knowing how women he studied in an English as a Second Language (ESL) course in Canada.
to ask a question that yields precisely what is needed); (b) social competencies Norton’s participants revealed practice as the best way to learn. Without practice
(ie., knowing who is the best person to approach for help, knowing how to carry in the classroom, they would lose courage when talking to other people like those
out a request for help in a socially appropriate way); (c) personal motivational in their work place. The students also bared their passion for fun, interactive
resources (ie., personal goals, self-beliefs and feelings associated with tolerance games and tasks like impromptu speech and role-playing. They like being
for task difficulty)”. challenged through group activities that give positive reinforcement like points.
Some participants do not interact with their teachers due to shyness, the fear They also appreciate the teachers’ sense of humor. Participants were happier,
of receiving sarcasm and fear of making mistakes. They also do not respond when more confident and more comfortable when speaking with peers wherein they
experiencing “mental block”. Chu (2008) divulged that shyness has been linked feel the empathy and they are not judged for their linguistic errors. However,
to other social anxiety types like communication apprehension and stage fright. participants feel alienation and awkwardness when communicating with their
Shyness is a universal experience though it may have variations in frequency English professors and with fluent English speakers because they feel inferior to
and magnitude. Chu (2008) also cited other authors like Caspi, Elder and Bem them and fear their correction.
(1988) who stipulated that very shy individuals may waste opportunities to meet Challenges and frustrations encountered along the learning pathway can
like-minded people and benefit from intimate relationships with the opposite be used to understand other learners with similar experiences. Meanwhile,
sex or even with peers; to express their perspectives to their professors at school Firestone and Riehl (2005) uncovered the “strong, mutual dependence among
(Friedman, Prince, Riggio, & DiMatteo, 1980).) and to voice out their efforts teachers and students. The alienation of each contributes to the alienation of the
and concerns to their employers at the workplace. other”. Professors tend to endeavor in improving their craft if they have a positive
The refusal to talk due to the fear of making mistakes is coined “lathophobic reception from the students. In turn, students will strive to achieve school-related
aphasia” by Stevick (1976) as cited by Krashen, 1981). Horwitz (2001) supported success if their teachers encouraged them.
this when she said, “anxious language learners feel uncomfortable with their “Vocabulary knowledge plays a critical role in people’s lives and future
abilities even if their objective abilities are good.” Hence, they may refuse to possibilities” (Beck, McKeown & Kucan, 2002). An extensive reservoir of
respond to the professors’ questions not due to intellectual deficiency but due to vocabulary is the “hallmark of an educated individual. A large vocabulary is
fear of risk-taking when giving answers. Pawlak (2014) added that what is most strongly related to reading comprehension as well as school achievement. (Feng,

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n.d.). Hence, it is imperative for teachers to build up students’ store of lexicon by acted upon, can have a particular harmful effect to the victim. The more insecure
giving them exercises like paraphrasing. (O’Reilly and Bonesteel, 2012) people are, the more they want to let others experience the feeling of being weak,
Traditionally, there is a notion of students likened to piggy banks in which small or stupid. Often, learners become victims when, even though they are not
teachers can deposit coins of knowledge that the former can retrieve during naturally like the ones described earlier, they are ready to believe that they are.
quizzes or exams. These days, academicians should utilize an educational approach They also get victimized when they are thought of as “different” or when they
that is co-intentional and incorporate teacher-student and student-teacher don’t associate with a dominant group or faction in school.
dialogues (Breunig, 2005). Students can amplify their success expectancy by co- Participants shared that they admire and respect Professors who show
creating methodological classroom practices that treasure the student-teacher’s commendable proficiency in the English language but still meets them at their
role and by imbibing that they can achieve positive success indicators through level. They view the teacher as the primary source of meaningful input so the
varied assessment means. teacher’s fluency is a motivating factor in finding English as challenging and
In a particular classroom setting, students were asked to be in groups advantageous to learn. Accordingly, teachers and peers can especially provide
where they teach one another. They were given work sheets as guides while the auditory input that expedites and facilitates the acquisition of English as a second
teacher roamed around the room to check salient participation among group language.
mates through oral question-and-answer interaction relevant to the topic. After Unfortunately, when teachers do not use English most of the time in English
evaluation, they were tasked to teach the lesson to the teacher. Here, students were subjects and in subjects like History, which are supposed to be taught in English,
granted the opportunity to assume a teacher’s autonomous role that empowers students may harbor negative thoughts about the teacher like she’s not doing her
them which develops students’ success expectancy (Eccles and Wigfield, 2002). job to teach English. Students may also refuse to learn from non-fluent teachers.
In addition to theories on humility and simultaneous learning, Hall and Krashen (1976) presented data suggesting that the classroom can be both an
Eggington (2000) stated that while secular definitions link mercy and grace to informal and formal linguistic environment and can thereby provide acquired as
pity and civil condescension, spiritual morality elicits compassion, generosity and well as learned competence. The English linguistic environment in the classroom
humility. Accordingly, when teachers pursue equity in these terms, they design can trigger success especially in language teaching systems that optimize active
language policies that go beyond teaching techniques geared merely at efficiency language use.
concerns. Though these, teachers retain the quality in their teaching techniques It appears that participants long for their professors to challenge them to
while clemency guides their motive and demeanor. Accordingly, teachers push themselves to the limit. However, professors must take note that there
who love their students through offering their friendship develop an intimate are certain factors to consider about their students’ learning goals. Generally,
relationship with students. However, the teachers may not be aware that students students’ performance-avoidance approach or “the desire to avoid performing
are reciprocating the unconditional love they first showed. Nonetheless, the more poorly than others) provoke adverse consequences while their performance-
teacher’s condition for extending love must not be anchored merely on students’ approach goals or “the desire to outperform others” ignite advantageous effects
reciprocation. (Darnon, Dompnier, Gilliéron, & Butera; 2010). However, in the presence of
Moreover, participants revealed that a relaxing environment is one where uncertainty, like the disagreement of a co-actor regarding problem solutions,
their friends surround them. Rifkin (2009) stated that humans are genetically performance-avoidance approach and performance-approach goals do not differ
predisposed to harbor an intrinsic longing for empathic companionship with anymore in terms of their effects on performance. It is therefore crucial for
others and even with the wild. As such, there are colossal consequences of professors not only to cater to their students’ individual needs but also to focus
psychological and even physical deprivation to our species in case of isolation on their students’ interaction with friends or peers so as to handle the impact of
from nature. uncertainty in challenges to pursue further language learning.
Participants, too, expressed feeling relaxed around friends and peers who Furthermore, teachers can heighten students’ motivation by reminding the
don’t bully. Youell (2008) stated that bullying arises from perceived differences. latter of the importance of English in their future career or the opportunities that
It surfaces from a usually unconscious psychological maneuver, which when await them after they graduate. When approaches are rote, passive, formulaic

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and teacher-centered, students may link English to what they must endure and English language learners overwhelmed with a speech to deliver may
not enjoy. Hence, students may think of English as a chore instead of a portal deny that there are people in front of them so they may opt not to look at the
to possibilities in career, in business and in other fields. However, when the spectators. Students may also gaze at the ceiling in another attempt at denial of
teacher establishes such association with practical activities, learners in Asia and audience existence due to stage fright and the possibility of being judged or being
elsewhere may view future successes in terms of task fulfillment. (Robertson and harshly criticized. Awareness of the unique ways that students cope with public
Nunn, 2006) performance will help teachers better understand their learners. “Gelotophobia”
Participants believe that their appreciation for English language learning or the fear of being laughed at, was another trigger for high affective filters among
can be amplified when their professors explain the significance of English in the participants. Gelotophobes are scared of self- disclosure and revelation of
real life situations like in communicating with native English speakers and in their opinions because they dread that they are
pursuing a higher educational attainment. For instance, when they meet doctors involuntarily funny for other people’s eyes. They, too, are hypersensitive to
and experts in the field, they get to value English language learning better. Non- laughter even when such is not necessarily directed at them. Hence, they may
native English speaking students worldwide may encounter such struggles in experience social withdrawal (Platt, Ruch, and Hoffman, et al., 2012). When
learning the English language. However, the students’ awareness of the value teachers have a background knowledge on the manifestations of “gelotophobia”,
of the English language in future careers, in international communication and they may not only reach out to learners but may also avoid dismissing the latter
in global trades and services tend to let these students persevere in the learning as merely lazy or uncooperative.
process. In the midst of academic pressure, students may solicit for help from their
In this study, ideas are provided by students on the fears or worries that classmates especially if they are called to recite and they perceive the question
they grapple with as they learn. One of their affective impediments is stage fright as difficult. Newman (2002) specified this adaptive help seeking of students in
which has an anthropological origin (Rosakis, 1999). Fortunately, the fight-or- competencies such as knowing the precise question to ask and the right person
flight response which arises in a person who is separated from a group by being to answer it. Teachers must guide the students to ensure that queries to peers
asked to perform in front can be remedied by changing students’ mindset and by are asked and addressed in socially acceptable ways through showing politeness.
constantly exposing them to tasks that will make them realize that performance However, as politeness also includes respect for other people’s time and avoidance
in public isn’t such a threatening thing after all. of bothering peers so much, teachers can encourage students to tolerate task
Students in English language learning classrooms may not speak right away difficulty and pursue independent learning.
when their names are called for recitation. These learners utilize “think time” or Embarrassing or discouraging moments for learners comprise not being
“wait-time” to propel their metacognition. Rowe (1972) invented the concept able to perform a task due to jitters and fear of being judged negatively for that
of “wait-time” as an instructional variable. Accordingly, “wait-time lasts for not by their teachers and peers. Hence, there is a need for professors to introduce
more than 1.5 seconds in typical classrooms. However, having “wait-time” of strategies to avoid mental block during speech tasks or to cope with it. Professors
3 seconds or more was more beneficial at increasing the length and quality of should also promote a culture of being encouraging and not being judgmental
student responses, diminishing the number of “I don’t know” answers and no especially when learners commit flaws. High affective filters may weigh down
answers and multiplying the number of volunteered, appropriate answers. learners but they somehow endeavor to get extra points in speech tasks. Yet,
Some beginner teachers or Education interns may be uncomfortable with teachers must deal effectively with grade-grubbing students and focus not only on
the silence of these mentioned learners after the former have asked questions. scores or grades. They must also appreciate and reward students for completing
These beginner teachers or Education interns may feel like they are being stared assignments and cooperating well in-group activities.
at. What’s best is to give these “wait time” or “think time” users the options of From the insights gathered from their learning travails, participants request
whether they would ask their teacher for more time to organize their answers or for correction without humiliation. Hence, teachers must focus on correcting
they would ask for help from a classmate far from where they are seated so as to students’ errors politely and indirectly through expansion technique. They must
also distribute recitation opportunities evenly. refrain from side comments that may be derogatory for the learners. To address

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the need to practice speaking in English, professors may design speech tasks that doing so, teachers can create effective workbooks in English for Specific Purposes
gradually expose shy learners to an ascending number of spectators. They may and design lesson guides tailor-fit for their specific clientele.
also let students have role-plays where the latter imitate English movie lines. Furthermore, it may be advantageous to study professor’s non-verbal
Meanwhile, the research participants revealed that they get tongue-tied language like facial expressions, gestures and tone of voice to find out if they
or reticent when they deem their professor’s lexicon as beyond what they can have conscious or unconscious acts that heighten or reduce learners’ affective
grasp or comprehend. Thus, professors must unlock difficult vocabulary words filters. It is also worthwhile to investigate professors’ classroom management
or jargons and encourage students to use context clues. They must also refrain skills specifically on their verbal acknowledgment of learners’ correct responses,
from non-verbal communication such as facial expression or tone of voice that their comments on incorrect answers during class recitation and their techniques
suggest sarcasm especially when students have a hard time comprehending the on encouraging class optimism and controlling derision to prevent gelotophobia.
jargons used. Firestone and Riehl (2005) expressed that “a strong, mutual dependence
When professors of the English language can communicate well, they are among teachers and students” aid in increasing motivation for both parties. It
respected for their credibility and are esteemed as worthy of emulation. However, may be beneficial to find out how both students and teachers encourage one
students may refuse to learn from non-fluent teachers. Hence, teachers and another and what its impact is to the teaching and learning process of English as
even pre-service teachers so as to retain and enhance excellent communication a Second Language. From the lived experiences of students, I better understood
skills must undergo further training. Students’ motivation is heightened students’ stage fright due to its anthropological origin (Rosakis, 1999 as cited
when professors challenge them positively and emphasize the importance of by Williams, 2012). Prehistoric cave dwellers banded together for protection so
commendable English proficiency in the world of work. Thus, professors may ask isolating a student to speak onstage may signal danger. Meanwhile, the refusal of
students to compile job advertisements that require high English proficiency and students to maintain eye contact and connect with the audience no matter how
encourage job interview role-plays that test the communication skills of students. many times the professors tell them to do so may be due to their denial of the
Among the tools or strategies that teachers may use to help participants to existence of the audience who may potentially bash them. This denial is a coping
lower affective filters are the use of dictionaries, extensive reading and constant mechanism of anxious students. Adaptive help-seeking strategies and think time
practice in speaking in English. Thus, professors may assign a vocabulary word also dominate as preferred coping mechanisms of timid students.
for a student to define and use in a sentence and encourage the use of electronic From the insights drawn from the participants’ English language learning
or online dictionaries for the latter’s presentation. Professors can also assign travails, I uncovered the necessity for professors’ correction of students’ errors
book reports and suggest to the administrators the implementation of “English without humiliation on the latter’s part. Hence, professors must refrain from
Speaking Zones” in school. having side comments and sarcastic non-verbal language. In addition, educators
Furthermore, participants get to lower their affective filters by relating must be well versed in the English language while exhibiting empathy and humility
the importance of proficiency in the English language to real life situations. to enable them to meet students at the latter’s level. Meanwhile, confidence-
Hence, professors may assign students to conduct local and global researches boosting, fun activities can be implemented through interactive games like the
on the impact of a nation’s excellent communication skills to various sectors Hand-held English Language Organizer or the “HELLO” software application
like education, tourism and commerce. It would also be interesting to include and through the incorporation of good-natured humor.
gender and year level as well as course as moderator variables in the study of From the effective English as Second Language (ESL) strategies to lower
affective filters. As individuals are unique, boys’ experiences on these debilitating affective filters, I found out that the participants view the formal English
emotional barriers and how they cope may differ from that of girls. Hence, it linguistic environment in school as advantageous for their learning. They respect
is worthwhile to investigate phenomena that will lead to an English language professors better when the latter have excellent communication skills, which they
learning environment that respects gender- based differences in coping with deem as worthy of emulation. Alarmingly, they refuse to learn from non-fluent
affective concerns. Studying affective filters of participants grouped according to teachers not only of English subjects but of subjects that are supposed to be
year level and course may also improve field-relevant instructional programs. By taught in English. Furthermore, participants appreciate learning more about the

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