Effects of Learning Motivation, Self-Confidence, and Communication Anxiety on English Acquisition among Grade 9 Students

Poor English language acquisition remains a global concern. This study determined the significance of the influence of motivation to learn, self-confidence in using English language, and anxiety in speaking the language on acquisition of such language. Diagnostic research design, stratified random sampling, survey approach, and linear regression analysis were employed. The data obtained from 208 Grade 9 students, revealed that all the determinants were significant factors of the criterion, affirming Affective Filter Hypothesis as part of Monitor Model. Future researchers and educators may utilize longitudinal, experimental, and intervention-based approaches across diverse learner contexts to evaluate how motivation, self-confidence, and anxiety influence English language acquisition over time.

Effects of learning motivation, speaking confidence, communication anxiety, English acquisition, grade 9 students

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