The Application of Affective Tutoring Systems (ATS) in Enhancing Learners’ Motivation

Abstract

The developments in information technology in recent years which allow the adjustment of teaching materials in accordance with the performance of learners and the new techniques to convert voice into text have meant that using information technology in academic language teaching has become more effective and successful. However, in his affective filter hypothesis, Krashen theorised that students with strong motivation and high self-confidence will approach learning with little or no anxiety and are therefore more likely to achieve good results in language learning. The Affective Tutoring System (ATS) monitors students' emotions and improves the affective interface of an Intelligent Tutoring System (ITS). This study aims to enhance the learning process by monitoring the emotional state of the students then providing appropriate feedback. By careful affective interaction design, the students' interest and motivation will be increased making their learning more effective.