Affective Variables in Spanish Learning as a SL by Immigrants in Spain

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The goal of this research is to explain the growing demand of Spanish language learning as a second language (SL) in Spain and to explore the following affective variables: anxiety, self-esteem, and motivation. Regardless of the positive or negative effects that affective variables may imply, they exert (in)direct influences on the language learning progress of immigrant students and, therefore, impair effective and satisfactory performance of the target language, the Spanish language. We will explore some of the features concerning new information and communication technologies (NICT) for their efficiency to optimize the “affective filter” as well as to provide students with a new variety of learning through practical exercises, which can be done both in and outside of a Spanish as a foreign language (SFL) classroom setting.