Affective factors such as emotions and attitudes play an essential role in language learning and teaching. We can see significant results on the subject in other areas of research, such as in the fields of psychology, sociology and neuroscience. Affective factors are still understudied in pedagogy and in second language acquisition. Cognitive factors are often associated with affective factors, but cognitive factors and the concept of IQ have been preferred over affective factors and EQ. IQ identifies academic abilities, in other words intelligence, and EQ identifies emotional intelligence. Intelligence tests are widespread; At the same time, emotional intelligence is rarely measured in the educational context. Affective factors have great importance in education, and teachers can use affective strategies to improve their students' learning process. Teachers often face challenges such as lack of motivation and student anxiety, these challenges come from negative emotions. The negative factors mentioned have different root causes, it could be from past failures, teasing from peers or various other reasons. During second language acquisition, students may have difficulty communicating or reading texts in English out loud. It is clear that negative factors prevent students from improving, so it is necessary to reduce these factors. Positive factors, such as motivation and self-confidence, must then be promoted through various affective strategies to achieve ideal learning outcomes. A key element missing here is intrinsic motivation, which represents students' willingness to act without any external pressure. Students must be willing to accept effective strategies and allow the improvement process to unfold. If they are open to the process in which they are involved in affective strategies, their self-confidence will be strengthened and negative factors will be excluded and students will achieve their language learning goals. The presence of intrinsic motivation is the prerequisite for the success of the improvement process. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay Implementing effective strategies in ESL classes in language learning and teaching will promote positive learning outcomes. Reducing negative factors, such as anxiety and lack of motivation, could help, but students need to have intrinsic motivation for affective strategies to work, which builds motivation and self-confidence in learning. English in order to achieve better performance and better grades. For effective strategies for working in ESL classes, students must have intrinsic motivation to learn English as a second language. Dörnyei Zoltán states that motivation is essentially about why people decide to do something, how long they are willing to continue the activity, and how ardently they will pursue it. The power of intrinsic motivation is important, it represents the will of students to act without any external pressure, it must already be given. With a learning process as long as learning a second language, students need to make sure they know why they are learning, what theirobjectives and if they are insistent enough to make the effort to broaden their knowledge. Affective strategies fulfill their objectives. positive effects when intrinsic motivation is present in the language learning process. Ramona Henter's work also supports that motivation is closely linked to performance in English: - in fact, she found that students with a specific goal are more motivated and have a better attitude than students who will not need of English in their future career. This result indicates that instrumental motivation is a practical reason to study. Tony Lai Hsuan-Yau's study reveals that the majority of the target group of his research studied English primarily for instrumental reasons, such as tourism.with intrinsic motivation, and not for external, justified reasons. His findings also show that the ideal self is strongly linked to intrinsic motivation. The presence of intrinsic motivation is considered inevitable. Implementing effective language learning and teaching strategies in ESL classes will promote positive learning outcomes. To increase students' motivation, Dörnyei recommends a useful framework, which is a future vision of themselves. A language-specific view of a motivational self-system can also be used, which highlights the main sources of motivation, one of which is a view of ourselves as effective speakers. Proposing a new, attractive vision could help students set future goals and project themselves into the perspective of expected results. The affective emotional dimension, such as motivation, has a notable impact on learning outcomes. Józsa Krisztián and Fejes József Balázs mention two components of learning, namely motivation and learning strategies. According to their findings, the more motivated the learner, the more likely they are to use the right learning strategies. Using the right strategies will boost their motivation and, therefore, enable them to learn more effectively. Their studies prove the hypothesis that the impact of positive affective factors on students' development is noticeable and it is worth paying more attention to the conscious formation of students' affective tendencies. Affective strategies can vary in terms of shapes and forms, the crucial point for them is to promote positive learning outcomes. Aneta Pavlenko emphasizes the importance of internalizing emotions and having a context for words, because, as she explains, vernacular words in a natural context are linked to our memory and emotional reactions, unlike words in a foreign language, which could be decontextualized in our mental lexicon. The results of reducing negative factors and strengthening self-confidence are obviously positive, leading to successful learning. Carol Dweck has repeatedly tried to prove that even children from underdeveloped regions, who generally perform poorly and are accustomed to constant failure, improve. His method transformed the meaning of effort and difficulty. Before these concepts changed, students felt stupid, unmotivated, and anxious. With his method, Dweck proved that with the right methods, the student can feel competent enough to improve massively. In fact, thanks to his methods, a group of persistently underachieving fourth graders from Harlem became the highest performing group in New York State in a single year. This change in concept led to a reduction..