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La necesidad de este estudio radica en el problema de que el idioma inglés suele ser difícil de adquirir. Algunos factores como el tiempo limitado en clase, la exposición inadecuada al idioma o problemas emocionales como la falta de motivación, la ansiedad, el choque lingüístico, entre otros, pueden convertirse en barreras que impiden la adquisición del aprendizaje. Debido a esto, los estudiantes no utilizan este idioma extranjero, lo que les impide interactuar y puede conducir a niveles bajos de competencia en el idioma inglés. Por lo tanto, es de suma importancia establecer el impacto que la Hipótesis del Filtro Afectivo y sus variables tienen en el idioma inglés. Para ello, el objetivo general de esta investigación es distinguir las variables del filtro afectivo y la relación entre estas y la adquisición del lenguaje. En este caso, el diseño del estudio es casi experimental debido a la aplicación de una prueba antes y después de la intervención a 61 estudiantes del tercer año de bachillerato en un colegio privado de la ciudad de Riobamba en Ecuador. Las evaluaciones aplicadas antes y después de la intervención demostraron que el filtro afectivo contribuye a mejorar los índices de aprendizaje del idioma inglés en los estudiantes, asimismo se obtuvo información relevante sobre el progreso de los estudiantes después de la intervención.
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