Ponencia: Affective filter and online English learning: Current perspective and future challenges
Online English teaching and learning has experienced a significant increase and has gained relevance in recent years. In this modality, we may face different challenges compared to face-to-face teaching. However, a relevant aspect in both face-to-face and online teaching is the role of students' emotions and their effect on learning. A relevant theory regarding emotions and learning is the Affective Filter Hypothesis (Krashen, 1982), which states that factors such as motivation, self-confidence, and anxiety can either facilitate or make the acquisition of a second language harder. Since this hypothesis is more focused on acquisition rather than learning, this research aims to analyze the relationship between the affective filter and the learning of English online as a foreign language. Through this research, we seek to address the following questions: What is the current perspective on the affective filter theory and the teaching of English online? and towards which aspects should future research focus on?