Affective factors influencing students’ second language acquisition during the war
Abstract
The article focuses on the impact of affective factors on second language acquisition during the Russia-Ukraine war and the impact it has on the Ukrainian education system. The study aims to investigate how emotions such as anxiety, stress, and depression impact language learning and to identify tools for educators to measure the affective filters of students. The study is based on Krashen's Affective Filter Hypothesis and adopts a qualitative phenomenological design. The data was collected from 32 Bachelor students at Taras Shevchenko National University of Kyiv through an online multidimensional Anxiety-Stress-Depression Test and open-ended questions. The results indicate that the students’ emotional state, such as increased levels of anxiety, has a significant impact on their language learning performance and reduces their cognitive resources for focus and learning. The study highlights the importance of considering students’ affective factors in language teaching and the role of teachers in creating a supportive and collaborative learning environment to reduce anxiety and promote self-efficacy. The conclusion emphasizes the complexity and uniqueness of each student’s experience and the need for appropriate supports to mitigate the effects of adversity and promote positive potential.
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