What does the Affective Filter Hypothesis suggest is essential for higher achievement levels in students?

The Affective Filter Hypothesis, proposed by Stephen Krashen, posits that emotional factors significantly impact language acquisition and learning. According to this hypothesis, a low affective filter—characterized by low levels of anxiety and frustration—facilitates language learning and leads to higher achievement levels in students. When students feel anxious or frustrated, they may become less receptive to new information and experiences, which can hinder their ability to learn effectively. Therefore, a supportive and low-stress learning environment is essential for fostering success in language acquisition and allowing learners to engage more freely with the material.

In contrast, high levels of challenge, strict discipline, or intense competition may elevate stress and anxiety, potentially raising the affective filter and impeding the learning process. By creating a classroom atmosphere that minimizes stress and promotes confidence, educators can enhance students' language acquisition and overall achievement.