Affective factors such as emotions and attitudes play an essential role in language learning and teaching. We can see significant results on the topic in other research areas, such as in the fields of psychology, sociology and neuroscience. Affective factors are still little studied in pedagogy and second language acquisition. Cognitive factors are often combined with affective factors, however 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; meanwhile, emotional intelligence is rarely measured in the educational context. Affective factors have a high significance in education, with affective strategies teachers might be able to improve the learning process of their students. Teachers often face challenges such as lack of motivation and student anxiety, these challenges stem from negative emotions. The negative factors mentioned have different causes, they can arise from past failures, teasing or various other reasons. During second language acquisition, students may have difficulty communicating or reading aloud texts in English. 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 therefore be emphasized with various affective strategies to achieve ideal learning outcomes. A key element is missing here, namely intrinsic motivation, which represents students' willingness to act without any external pressure. Students must be willing to accept effective strategies and let the improvement process happen. If they are open to the process of engaging in affective strategies, their self-confidence will be strengthened, 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 Shouldn't Be Banned"? Get an Original Essay Implementing effective strategies in ESL lessons in language learning and teaching will promote positive learning outcomes. Reducing negative factors, such as anxiety and lack of motivation, could help, however, students must have intrinsic motivation for affective strategies to work, which increases motivation and self-confidence in learning the English language to achieve higher performance and better grades. For effective strategies for working in ESL classrooms, students must have intrinsic motivation to learn English as a second language. Dörnyei Zoltán states that motivation is fundamentally about why people decide to do something, how long they are willing to sustain the activity, and how hard they will pursue it. The power of intrinsic motivation is significant, it represents students' willingness to do something. act without any external pressure, it must already be given. With a learning process as long as that involved in learning a second language, students need to make sure they know why they are learning, what their goals are, and whether they are persistent enough to make the effort to broaden their knowledge. Affective strategies satisfy their goals. positive effects when intrinsic motivation is present in thelanguage learning process. Ramona Henter's work also argues that motivation is closely linked to performance in English: - in fact, she found that students with a specific purpose are more motivated and have a better attitude than students who will not need English in their future career. This finding points to instrumental motivation as a practical reason for studying. Tony Lai Hsuan-Yau's study reveals that most of the target group of his research studied English mainly for instrumental reasons, such as tourism with intrinsic motivation, not for external and necessary reasons. His findings also show that the ideal self is strongly connected with intrinsic motivation. It is argued that the presence of intrinsic motivation is inevitable. Implementing effective strategies for ESL classrooms in language learning and teaching will promote positive learning outcomes. To increase student motivation Dörnyei recommends a useful framework, which is a future vision of oneself. A language-specific view of a motivational self-system can also be used, highlighting the main sources of motivation, one of which is the view of ourselves as effective speakers. Offering an attractive new vision could help students set future goals and see themselves with expected outcomes. The affective emotional dimension, like motivation, has a significant impact on the learning outcome. Józsa Krisztián and Fejes József Balázs mention two components of learning, which are learning motivation and learning strategies. According to their findings, the more motivated the student is, the more likely he or she will use the right learning strategies. Using the right strategies will make their motivation stronger and, consequently, allow them to learn more effectively. Their studies demonstrate the assumption that the impact of positive affective factors on students' development is obvious and it is worth paying more attention to consciously training students' affective tendencies. Affective strategies can vary in shapes and forms, the crux for them is to promote positive learning outcomes. Aneta Pavlenko emphasizes the importance of internalizing emotions and having a context for words, since, as she explains, vernacular words in a natural context are linked to our memory and emotional reactions, in contrast to foreign language words, which could be decontextualized in our mental lexicon. The results of reducing negative factors and increasing self-confidence are obviously positive and lead to success in learning. Carol Dweck made several attempts to prove that even children from an underdeveloped area, who usually underperform and are accustomed to constant failures, will improve. His method transformed the meaning of effort and difficulty. Before the change in these concepts, students felt stupid, unmotivated and suffering from anxiety. With his method, Dweck demonstrated that with the right methods, students can feel competent enough to improve dramatically. In fact, with his methods, a group of consistently underperforming fourth graders in Harlem became the highest performing group in New York state in just one year. This change in concept led to reducing negative emotions and replacing them with self-confidence and ability, as a result, their performance improved enormously. Students' high level of anxiety and lack of motivation prevents them from learning the language effectively, reducing negative factors and simultaneously building..