Interactive digital tools: a confidence booster to reduce language learners’ affective filter Herramientas digitales interactivas: un impulso de confianza para reducir el filtro afectivo de los estudiantes de idiomas
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A high affective filter hinders language interaction, lowering learners' confidence and influencing interaction due to factors such as lack of motivation, anxiety, or boredom. (Hajiyeva, 2024). This study aims to examine how the implementation of interactive digital tools significantly reduces the affective filter among early adolescents in an online context. Thus, this research was conducted qualitatively, encompassing a systematic literature review to establish a strong theoretical framework. Additionally, empirical data were collected through the implementation of digital tools and classroom observations, as well as a qualitative satisfaction survey to understand learners’ perceptions and emotional responses during the intervention. Using a thematic analysis approach enabled the identification of recurring patterns and the analysis of the impact of technological tools on students’ emotions. Consequently, the findings highlight the perceived effectiveness of these tools in EFL lessons, allowing teachers not only to reduce the affective filter but also to boost learners’ confidence in language interaction
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