Affective strategies in fostering motivation and English language acquisition for students in at-risk contexts
The acquisition of English as a foreign language is influenced by cognitive, emotional, and contextual factors that shape learners’ participation and academic achievement. Among these factors, affective strategies have emerged as essential tools for reducing anxiety, strengthening motivation, and facilitating language learning, particularly in socially vulnerable environments. This study aimed to analyze the influence of affective strategies on students’ motivation and English language acquisition in an at-risk educational context in Guayaquil, Ecuador. A concurrent mixed-methods design was adopted, integrating qualitative and quantitative approaches. The study involved a sample of 46 students selected from a population of 327 learners enrolled in a public educational institution located in a high-risk area. Data were collected through classroom observations, student surveys, and a semi-structured interview with an English teacher. Quantitative data were analyzed using descriptive statistical procedures, while qualitative information was examined through thematic coding. Preliminary findings revealed that the implementation of affective strategies, including positive reinforcement, empathy, motivational support, and gamified activities, contributed to increased student participation, greater classroom engagement, and a reduction in emotional barriers associated with English learning. Survey results indicated that most students perceived English classes as more enjoyable and reported feeling encouraged to continue participating despite making mistakes. Likewise, observations showed improvements in classroom climate, motivation, and interaction. The findings support Krashen’s Affective Filter Hypothesis by suggesting that emotionally supportive learning environments facilitate language acquisition. The study concludes that affective strategies play a significant role in fostering motivation and promoting English language acquisition among students living in contexts of social vulnerability.