Affective Domain: The Relationship between Teachers’ Affective Factors and EFL Students’ Motivation

Nahid Amini Ranjbar, Mehry Haddad Narafshan


When students are motivated to learn, they try harder to understand the material and thereby learn more deeply, resulting in a better ability to transfer what they have learned to new situations. This study aimed at investigating the relationship between teachers’ affective factors (motivation, anxiety, attitude, and self-confidence) and students’ motivation in EFL classrooms. Affective factors in language learning act as a barrier that filtrates the amount of input in learners’ brain. Some students have very weak performance on the second language acquisition because they have little or no motivation. Ignoring the relationship between teachers’ affective factors and students learning will have negative influence on the teaching and learning process. In order to conduct the study, the quantitative research method was used.  In this study, 160 pre-intermediate female EFL students were selected randomly as the sample size from four English language institutes in Rafsanjan. The students were asked to answer two questionnaires (teachers’ affective factors questionnaire and students’ motivation questionnaire).The results revealed that the students’ instrumental motivation was more than their integrative motivation and the teachers’ integrative motivation was the most important factor in predicating the students’ motivation. Additionally, there was no relationship between students’ age range and their motivation for learning English.

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