Abstract:

This study aims to reveal the affective features of secondary school English as a Foreign Language (EFL) students and to investigate whether their affective features differ in terms of the variables of gender and the frequency of parental help with their children's English class. Also, the relationship among the dimensions of affective features was explored. In the 5th, 6th, 7th and 8th grades of four different state secondary schools in Bolu, Turkey, 1019 students took part in this quantitative study. The data was collected by means of a Likert-type questionnaire, and the data was analyzed using the Statistical Package for the Social Sciences (SPSS) 23. The results indicate that students' motivation to learn the language is high in the context of this research study while their foreign language anxiety level is low. It was also found that their affective features show variation depending on the variables of gender and the frequency of parental help with their children's English class. Moreover, a negative correlation was revealed between motivation and foreign language anxiety. Therefore, it is suggested that activities which increase young learners' foreign language learning motivation as well as decrease their anxiety should be implemented

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