Title: THE IMPACT OF AFFECTIVE FACTORS ON CHINESE EFL LEARNERS’ SECOND LANGUAGE ACQUISITION AND COPING STRATEGIES: A CASE STUDY-BASED APPROACH

Authors: Weiting SUN and Xiaofei ZHAO

Abstract: Affective factors are widely recognized as crucial determinants of second language acquisition (SLA), yet research on Chinese EFL learners often examines these variables in isolation or offers pedagogical implications that remain abstract. Anchored in the Affective Filter Hypothesis, Gardner’s socio-educational model, and Dörnyei’s motivation framework, this article conducts a case-based synthesis of published studies to examine how motivation, attitude, anxiety, and self-confidence jointly shape Chinese learners’ engagement, learning behaviors, and language outcomes. By analyzing representative cases reported in prior empirical research, the study identifies recurring mechanism pathways linking contextual pressures to affective states and learning performance. Based on the synthesis, the article proposes coping strategies from both teacher and learner perspectives. The findings contribute a context-sensitive understanding of affective influences in Chinese EFL settings and offer practical implications for classroom instruction.

Keywords: Affective Factors; Second Language Acquisition; Chinese Learners of English; Learning Strategies.

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