This blog post provides a summary of a study that explored several ‘affective factors’ that influence students’ acquisition of Arabic speaking skills (Bohra, 2020). Drawing upon Krashen’s ‘Affective Filter Hypothesis’ as a theoretical framework, the study identified various ‘affective’ factors such as motivation, confidence and peer influence, and further explored their implications for language teachers to enhance students’ communicative competency (Krashen, 1984). Findings were aligned with Krashen’s hypothesis that emotions can either facilitate or impede new language learning. In other words, students with favourable attitudes towards language actively seek more input and maintain a lower ‘affective filter’, while a negative attitude might hinder acquisition.

Figure 1: Operation of the affective filter

Source: Krashen (1984)

Adopting a mixed-methods approach, the study involved students and Arabic language teachers at Aljamea-tus-Saifiyah, an Arabic academy located in Nairobi, Kenya. The academy is renowned for attracting students from diverse linguistic backgrounds, with one of its primary goals being to produce fluent Arabic speakers through its 11 year curriculum. Findings derived from questionnaires and interviews highlighted students’ and teachers’ perceptions of various ‘affective factors’ influencing the acquisition of Arabic speaking skills. Specifically, confidence and motivation emerged as key factors affecting speaking proficiency. This aligns with Krashen’s Affective Filter Hypothesis, which posits that reduced levels of anxiety and fear can lead to a lower affective filter, thereby enhancing speaking performance. Moreover, the study outlined recommendations to enhance language pedagogy, both within and beyond classroom settings. An important pedagogical insight derived from this study relates to the core principles of the CLT (Communicative Language Teaching) approach, that prioritises communicative competence as the primary goal of second language learning (Haron, 2014). With specific focus on enhancing speaking skills, this approach strongly advocates for enhancing speaking proficiency going beyond traditional methods of teaching Arabic such as the grammar-translation model (Facchin, 2019). Consequently, alternative approaches to language learning that aim to teach language in a direct and natural way have been embraced by most language teachers and implemented by policymakers.

‘Reduced levels of anxiety and fear can lead to a lower affective filter, thereby enhancing speaking performance.’

Remarkably, the academy has been proactively addressing this need of providing holistic support to enhance speaking proficiency through its well-designed and adaptive curriculum, distinct teaching methods and targeted practice (Aljamea-tus-Saifiyah, 2023). This includes introducing a new foundational language curriculum called ‘Al-Takallum’, a comprehensive Arabic course with instructional design around communicative skill and conversational activities. In addition to that, strategies and policies are employed to encourage students to frequently use Arabic as a medium of communication and oral presentation which provide them adequate exposure to practise their language in several ways. To assist teachers in evaluating students’ communication abilities and providing further necessary assistance, low-stakes formative oral assessments are followed by an annual exam for students. Overall, an integrated language policy and classroom practice seems a potential way to promote Arabic speaking among students inside and outside the classroom.

A way forward for language teachers

Amid the rise of evidence-based research proposing best practices to teach vocabulary and grammar, ‘affective factors’ influencing language acquisition are often undermined and overlooked, which has resulted in a content-focused curriculum and teacher-centric language pedagogies. The above-mentioned study emphasises the pervasive role of ‘affective factors’ in language education, particularly in the context of speaking. Given the impact of these factors, the ultimate responsibility falls on teachers, wherein lesson planning, instructional designs and assessments must extend beyond just building vocabulary and dictating grammar rules. Playing a central role in the classroom, language teachers must always thrive to create a learning environment where all learners express themselves confidently and willingly without fear of making errors. Teaching strategies informed by recent exploration around effective pedagogical translanguaging should be revisited and promoted in classrooms, providing ‘breathing spaces’ for free and flexible use of language for all students (Cenoz & Gorter, 2020, p. 40). Support through feedback and scaffolding should be considered as reliable teaching tools in language classrooms to improve speaking proficiency. Ultimately, the intimidating experience of learning a new language should be transformed into a joyful experience preparing motivated and confident language learners.

References

Aljamea-tus-Saifiyah. (2023). Faculty of languages. https://jameasaifiyah.edu/faculties-departments/faculty-of-languages/

Bohra, M. (2020). Non-linguistic factors affecting students’ acquisition of Arabic speaking skills in Al Jamea Tus Saifiyah University Nairobi campus, Kenya. IOSR Journal of Humanities and Social Science, 25(11), 21–32.

Cenoz, J., & Gorter, D. (2020). Pedagogical translanguaging: An introduction. System, 92, 102269. https://doi.org/10.1016/j.system.2020.102269

Facchin, A. (2019) Teaching Arabic as a foreign language: Origins, developments and current directions. Amsterdam University Press. https://www.cambridge.org/core/product/959EF34FF9C76F81ED8B9FB65F88AD71

Haron, S. C. (2014). Using communicative approach in Arabic language classroom to develop Arabic speaking ability. Journal of Education and Practice, 5(29), 29–34. https://www.iiste.org/Journals/index.php/JEP/article/view/18555

Krashen, S. D. (1984). Principles and practice in second language acquisition. Pergamon Press.