Analysis of the affective language learning strategies of university students and their possible impact on their anxiety levels

In this work we examine the affective dimension in language learning, since it is an important factor that can facilitate or hinder the learning process. Thus, in this research we have carried out quantitative/qualitative work with 170 students to analyze whether affective language learning strategies as a motivational effect influence language acquisition. In line with the above, our objectives are (1) to find out the use of affective strategies (EAF) in language learning and (2) if there is a relationship between their use and the anxiety that students feel in their learning. Our results coincide with the majority of works carried out on the study of language learning strategies (EAL), where it is observed that (1) the EAF are the least used by university students, that is, they do not usually gain control over them. And (2) it seems that by not using them, anxiety in class is not directly related to the teachers or their practices, and that motivation is not so important in the acquisition of foreign languages. But this study recommends that the teacher present different learning strategies to students, including affective ones, and emphasize their importance for learning a language as measures to facilitate self-learning and the motivational effect that their use provides.