The present study investigates the effects of three techniques with different degrees of explicitness, including input enhancement, consciousness-raising tasks, and explicit rule explanation on middle school students` English subjunctive mood learning and their affective domain. For this purpose, a total of 110 students from three third-grader-classes were randomly selected and distributed to three main groups with different degrees of explicitness and two proficiency groups (i.e., high and low). The results of this study reveal that there was no statistically significant difference in the short-term improvement among the three groups. There was also no statistically significant difference in high-level and low-level student groups. However, in the delayed post-test, the consciousness-raising task group was statistically superior regarding the continuity of the learned knowledge. Further, in the long-term effects, low-level students in the consciousness-raising tasks group outperformed learners in the other groups regarding the continuity of the subjunctive mood learning. According to the findings on the effects of the three techniques with different degrees of explicitness on the affective domain, there was no significant difference among groups depending on the teaching methods. The study also suggests effective teaching guidance for the subjunctive mood so that teachers can select and combine the degree of explicitness through learner analysis.