Abstract
Affective factors are the most important factors that influence SLA and language teaching. However, the author wonders if there are some mediators that help affective factors improve students’ language proficiency. The paper hypothesizes that positive cognitive engagement can be a mediator to enhance language achievement. In doing so, the author attempts to make a survey so as to investigate students’ cognitive engagement. By assessing the result of the survey, it is certain that positive cognitive engagement can improve students’ language proficiency based on their variable affective factors. Through the survey, the positive cognitive engagement should be advocated in the study and further improve students’ metacognitivity.
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