The Role of Affective Filters in Oral Communication: A Case Study of Pakistani Students and Teachers


  • Hajra Arshad Assistant Professor, Head of English Department, Bilquis Post Graduate College, Rawalpindi


L2 learning, input, affective filters, Pakistani classroom, natural setting


This is a qualitative and exploratory study. The main aim of the researcher was to find out the impact of affective filters and language input in second language communication. The study was carried out in the Pakistani context. English is taught as a subject at the primary, secondary, and tertiary levels of Education. The fear of English as alien language acts as a strong barrier for learning of English communication skills at every level. The population of the study comprised of Pakistani students studying in an English medium high school. The students and their English teachers got an opportunity to visit a native English country for a period of six weeks. The researcher interviewed 2 teachers and 5 students in order to explore the causes that helped them to improve their oral communication skills in the second language (SL). The students and teachers identified three factors as affective filters inside the classroom, which act as affective filters and
barriers to improve SL. Researchers analyzed these interviews and found that there are three main reasons due to which students feel difficulty in SL learning inside the class, which are lack of motivation, shyness, and fear of making mistakes. On the contrary, in native English-settings (providing massive input), unavailability of code-switching environment and motivational attitude of host families turned out to be major factors that acted as a catalyst in improving English communication efficiency of the exchange programme participants.



How to Cite

Arshad, H. (2018). The Role of Affective Filters in Oral Communication: A Case Study of Pakistani Students and Teachers. Pakistan Journal of Language Studies, 2(1), 51-62. Retrieved from //