Affective factors in Korean as a Foreign Language: anxiety and beliefs

Min Jung Jee

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Second Language Learning and Teaching

Abstract

This study investigated changes in levels of anxiety about learning a foreign language (FL) and in the language beliefs of first-year Korean-as-a-foreign-language (KFL) students in a US university throughout a year. Twelve students who enrolled in both of the two semesters of the first-year Korean I and II classes participated in this study. The Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI) were used. The results showed that there were significant differences between first-semester FLCAS scores and second-semester FLCAS scores, with the differences indicating that as students progressed in their study of Korean, their anxiety increased. Moreover, students who demonstrated high achievement during the first semester experienced increased anxiety about learning Korean during the next semester. Regarding beliefs, there were no significant differences between the BALLI scores of the first semester and those of the second semester, but they correlated positively. In fact, students who had positive attitudes towards the Korean language and towards learning Korean developed positive attitudes or continued to have positive attitudes throughout the year. In addition, pedagogical tips such as teaching culture through linguistic elements and out-of-class activities to motivate students are discussed.

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References

1986Foreign Language Classroom Anxiety 2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 1990Handbook of research on teacher education 1990Learner Strategies in Language Learning 2014Individual Differences in Second Language Learning 2007The Handbook of Child Language 1994Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese 2006I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

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