Abstract
The study examines the impact of the affective filter on English language learning among college students in Kuwait, focusing on gender differences stemming from past gender-segregated school education. The research is based on secondary research, compiling data from scholarly publications, government reports, and educational statistics. The study found that anxiety and motivation significantly influence English language proficiency. Students with low anxiety perform 25% better than those with high anxiety, and female students show 20% higher motivation than male students. However, mixing male and female students increases male students' anxiety by 15%. The study suggests that Kuwait should change its approach to English language education by implementing mindfulness techniques and virtual instruction systems to reduce class tension. It also recommends gender-sensitive teaching approaches and the use of gender-appropriate materials to boost participation by 35%, depending on gender. The research stresses the complex relationship between cultural backgrounds, past school experiences, and affective variables in language learning. It proposes holistic changes in Kuwait’s English language education system and suggests future research on longitudinal research designs and the impact of teachers’ gender on students’ anxiety and motivation.
Author Information
Eidah Al-Mutairi, Kuwait University, Kuwait
Paper Information
Conference: ACE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2024 Conference Proceedings (View)
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