From a Perspective on Foreign Language Learning Anxiety to Design an Affective Tutoring System

Abstract

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety , and are much more likely to be come successful language acquirers than those who do not. A ffective factors , such as motivation, attitude , and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages . Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxi ety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students ’ learning interest by recognizing the ir emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance.