A Case Study of Four Korean Learners of English on Anxiety
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초록
This paper is aimed at describing what kinds of anxiety Korean learners of English feel in their L2 learning and performance. The primary purpose of the present study is also to identify and explore factors that may contribute to anxiety that Korean learners of English typically report experiencing inside the classroom. In addition, it discusses the role of anxiety in L2 learning, along with the role of ESL/EFL teachers in response to the identified student anxieties. In this study, I employed the qualitative case-study approach supported by semi-structured interviews as a data collection method. Findings revealed that sources of language anxiety include fear of negative evaluation and fear of losing face, competitive situations, test anxiety, teacher induced EFL anxiety, personality differences, perceived level of English proficiency, and different attitudes toward learning language.
Abstract
This paper is aimed at describing what kinds of anxiety Korean learners of English feel in their L2 learning and performance. The primary purpose of the present study is also to identify and explore factors that may contribute to anxiety that Korean learners of English typically report experiencing inside the classroom. In addition, it discusses the role of anxiety in L2 learning, along with the role of ESL/EFL teachers in response to the identified student anxieties. In this study, I employed the qualitative case-study approach supported by semi-structured interviews as a data collection method. Findings revealed that sources of language anxiety include fear of negative evaluation and fear of losing face, competitive situations, test anxiety, teacher induced EFL anxiety, personality differences, perceived level of English proficiency, and different attitudes toward learning language.