The Influence of emotional status in a second language learning process

This article was conducted with the primary objective of investigating the influence of emotional status on the Second Language Learning Process (SLLP) among students in the language degree program at the Universidad Juárez Autónoma de Tabasco (UJAT). The importance of this research lies in identifying how negative emotions-particularly anxiety, fear and depression-act as barriers to motivation, engagement and persistence, while positive emotions such as happiness, enthusiasm, hope and joy can facilitate language acquisition, as well as examining the link between Second Language Acquisition (SLA) theory and learner’s real experiences. The study was carried out under a quantitative method through an online survey administered to 81 undergraduate participants. Results showed that most students predominantly experience negative emotions, with anxiety as the most frequent and impactful, followed by stress, fear, depression and frustration, consistent with SLA literature. Positive and mixed emotions (joy, enthusiasm, hope, panic) were also reported, along with coping strategies (music, sports, meditation, therapy, reflection). Participants highlighted the university environment-teacher behavior, interpersonal dynamics, communication and fear of judgement-as a key factor modulating emotions. These findings underscore emotional status as an essential influence on persistence and success in second language learning process.