The research work examines the effect of conducting assessments by focusing on the affective traits of the digital learners [1] in the process of second language acquisition. This has also resulted in the development of varied affective traits in the learners along with the enhancement of their communication skills. The current era, in which technological revolution is taking place at a lightning speed, is affecting the millennials and their learning patterns as well. The role of English language in this age of globalization, especially for communication and higher education cannot be denied. The emphasis on the affective traits like attitude, emotions, feelings, interests, values, beliefs, dispositions, enhances student learning and neutralize the disadvantages prevalent in the classrooms. Research has established clear linkage between affect and learning [2]. Students’ attitude towards learning second language plays a critical role in internalizing their learning and also in how much learning they subsequently pursue. The values students have regarding truthfulness, honesty, humility, cooperation and integrity shape their daily conduct [3]. In the process of teaching learning English or more accurately communication skills, integrating cognitive-affective euphoria, which results in an enhanced curiosity, shaping of a committed learner and gradually his/her unmonitored application of the language in day-to-day life. The paper focuses on amalgamating three domains of learning to internalize learning and eventually enhance communicative proficiency of the learners.

Authors: Sujata Purohit, Rushikesh [Rishi] Purohit

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0051
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada