The affective domain or dimension of learning has been neglected by traditional methodologies. According to Feder (1987), affective factors have habitually depended on the teacher's temperament. That is to say, considerations for beliefs, attitudes, anxieties and motivations have been incidental rather than integral to the teaching methodology and have not been grounded in a conscious philosophy of pedagogy. Affective factors should not continue being considered the Cinderella of mental functions, since they "link what is important for us to the world of people, things, and happenings" (Oatley & Jenkins, 1996, p. 122 cited in Arnold, 1999, p. 2).
Concerning affection, Caine & Caine (1991, p. 82) noted: "We do not simply learn. What we learn is influenced and organized by emotions and mindsets based on expectancy, personal biases and prejudices, degree of self-esteem, and the need for social interaction[...]". Consequently, Colombian EFL teachers need to focus on tackling problems created by negative emotions and developing more positive, facilitative mind- sets in the EFL classroom.
One effective way to work with affective factors in EFL classes is the teaching of language learning strategies (LLS). According to Oxford (1990, p. 1), language learning strategies are specific actions, behaviours, steps, or techniques that students (often intentionally) use to improve their progress in developing L2 skills and communicative ability. The past three decades have seen a growing interest in studying how language learning strategies help students acquire a second or foreign language (Stawowy, 2004). LLS theorists attribute students' success rate in language learning to the varying use of strategies. Furthermore, they believe that these strategies are teachable skills, meaning that teachers can help in the language learning process by getting students aware of strategies and encouraging their use.
Thus, Colombian EFL teachers can heighten learner awareness about affection and other relevant issues (memorization, cognition, metacognition, etc) by providing strategy training as part of the foreign language curriculum
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