Exploring the Connection between Presence and Absence of Krashen’s Theory on Learner’s Input and Affective Filters: A Triangulation Approach

Abstract

This research examines Krashen’s Second Language Acquisition (SLA) theory, particularly the Input Hypothesis and Affective Filter Hypothesis, which impact learners’ emotional states such as motivation, confidence, and anxiety. Using a triangulation approach, the study integrates quantitative (language proficiency tests and affective filter questionnaire) and qualitative data (classroom observations) from two groups of B2 English learners where one receiving instruction based on Krashen’s input hypothesis while the other was taught using traditional, grammar-translation methods. The findings indicate a statistically significant moderate positive correlation between Krashen-based instruction and learner motivation, albeit a slight but noteworthy decrease in learner anxiety. In contrast, the absence of Krashen’s theory in traditional classrooms inevitably lowered motivation and increased anxiety levels. Thematic analysis provided additional support by highlighting that classrooms following Krashen’s ideologies foster emotional resilience, active participation, and spontaneous language use. The study concludes that Krashen’s theory provides an educational framework as well as a psychological one that can significantly improve the teaching and learning of a second language.