Abstract
This phenomenological study delved into the experiences of students related to affective variables in learning English as a second language. Fourteen senior high school students from ABM, HUMSS, and STEM strands participated in the study. Utilizing thematic analysis, the researchers unveiled three emergent themes, each with two cluster themes. These themes include Motivation, Self-Confidence, and Anxiety. Under Motivation, the cluster themes are instrumentally stimulated English language learning and lack of interest in English language learning. For Self-Confidence, the themes include belief in oneself in English language learning and distrusting oneself in English language learning. Lastly, under Anxiety, the cluster themes are getting distressed in English language learning and applying eustress in English language learning. These results underscored the importance of recognizing the diverse affective aspects involved in language learning. Consequently, institutions are encouraged to integrate targeted support mechanisms, counseling services, and individualized interventions to address learners' motivation, confidence, and anxiety-related needs.
