THE INFLUENCE OF PSYCHOLOGICAL FACTORS ON SECOND LANGUAGE ACQUISITION AMONG SECONDARY SCHOOL STUDENTS

Abstract

Second language acquisition is influenced not only by cognitive ability but also by learners’ emotional and psychological conditions. Factors such as anxiety, self- confidence, motivation, personality traits, and emotional well-being significantly shape learners’ participation, communication skills, and academic achievement in language classrooms. Moreover, the language learning process shapes students’ personalities and identities. Waller, Wethers, and De Costa (2017) contended that the act of acquiring a language is fundamental to the reconstruction of students’ identities. This study investigates the relationship between psychological factors and the effectiveness of foreign language learning among secondary school students. The research focuses on how emotionally supportive and learner-centered teaching approaches contribute to improved linguistic competence and classroom engagement. A mixed-methods methodology involving classroom observations, interviews, and surveys was implemented with five groups of secondary school learners over one month. Various strategies, including collaborative tasks, gamified activities, and non-evaluative exercises, were introduced to reduce stress and encourage active participation. The findings revealed that supportive classroom environments positively affected students’ confidence, motivation, vocabulary development, and communicative performance. Learners who initially demonstrated anxiety and reluctance gradually became more engaged and expressive during classroom interaction. The study concludes that psychologically informed teaching practices play a vital role in enhancing both emotional well-being and language acquisition outcomes. Furthermore, the research highlights the importance of creating inclusive and low-anxiety learning environments that support diverse personality types and encourage effective communication.