Affective Factors in Second Language Writing: Is It a Matter of Concern?

Abstract

This personal narrative delineates the effect of affective factors: anxiety, self-efficacy, and motivation in second language learners’ writings. The author discusses factors affecting ESL writing performance and shares her experience of tutoring an English as a Second Language (ESL) learner with a focus on the impact of affective factors in writing outcomes. The findings support the portion of Krashen’s Input Hypothesis (1982) relating to the affective filter hypothesis. Therefore, this study seeks to build upon theoretical knowledge by reviewing related literature, and presenting researcher’s personal tutoring experiences. Finally, the implications for pedagogy are considered with suggestions on how teachers can motivate students to master writing with confidence and success. Educators might consider paying special attention to improving teaching practices and support services (such as individual assessment, counseling, writing centre...etc.) to assist the ESL learners.

Keywords: ESL writing, affective factors, wring self-efficacy, writing anxiety, Iran