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Abstract
The necessity of this study lies on the predicament that English language acquisition is usually difficult to develop. Some factors such as limited class time, inadequate exposure to the language, or emotional issues such as scarce motivation, anxiety, language shock among others can become a barrier that stops learning from being acquired. Hence, students do not attempt to use the foreign language, preventing them from interacting, which leads to low levels of English language competence. Therefore, it is of the utmost importance to establish the impact that the application of the Affective Filter Hypothesis and its variables have on the English language. To do so, the general objective of this research is to distinguish the affective filter variables and the relationship between those and language acquisition. That being the case, the design of this study is quasi-experimental because of the application of a pre-posttest to 61 students from the third year of high school in a private school in Riobamba a city of Ecuador. The pre-posttest showed how the affective filter contributes to students in the English language acquisition, as well as to obtain relevant information of the students’ progress after the intervention.
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