Abstract
The Affective Filter Hypothesis is a cornerstone of second language acquisition (SLA) theory. This hypothesis explores the influence of emotional factors on language learning, particularly the role of emotional states such as anxiety, motivation, and self-confidence in the process of language input. This work investigates the applicability of the Affective Filter Hypothesis in the context of the Dictation section of the Test for English Majors, Band 4 (TEM-4). To explore the impact of emotional factors, especially anxiety levels, on performance in the Dictation section of the TEM-4, a mixed-methods approach was employed in this paper. Participants underwent an anxiety level test and a simulated dictation test to establish baseline data. The results indicated that the overall performance trend of the low-anxiety group was higher than that of the high-anxiety group. This outcome suggests that learners with low anxiety level performed better in TEM-4 dictation than learners with high anxiety level.
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