Creative Expression as an Emotional Scaffold: Alleviating Affective Barriers in Second Language Acquisition in Tertiary Institutions

Abstract

Affective barriers such as anxiety, fear of negative evaluation, low self-confidence, and communication apprehension continue to hinder effective second language acquisition among students in tertiary institutions. This study examined creative expression as an emotional scaffold for alleviating affective barriers in second language acquisition among undergraduate students in selected Nigerian tertiary institutions, including the University of Lagos, University of Ibadan, and Federal College of Education, Abeokuta. The study adopted a mixed-methods descriptive survey design involving 240 undergraduate students studying French, English, Arabic, and other language-related courses. Data were collected through structured questionnaires and semi-structured interviews, while quantitative data were analyzed using descriptive statistics and qualitative responses were thematically analyzed. Findings revealed that creative expression through drama, music, storytelling, poetry, role-play, painting, and digital creative activities significantly reduced learners’ anxiety levels and improved emotional engagement during language learning processes. Students reported increased classroom participation, enhanced communication confidence, improved pronunciation practice, and greater willingness to interact in the target language. The findings further indicated that creative arts activities fostered collaborative learning environments that minimized fear of making mistakes and encouraged spontaneous language use. Despite these positive outcomes, challenges such as inadequate instructional resources, insufficient lecturer training, rigid curriculum structures, and limited institutional support affected the effective implementation of arts-based language pedagogies. The study concludes that creative expression functions as an important emotional scaffold capable of supporting learners psychologically and academically during second language acquisition. It therefore recommends the integration of arts-based pedagogical approaches into tertiary language curricula, professional training for language educators in creative instructional methods, and increased institutional support for interdisciplinary teaching practices.

Keywords: Creative expression, emotional scaffold, affective barriers, second language acquisition, arts-based pedagogy, tertiary institutions