Earticle

Research on language anxiety to date has centered on the association between anxiety and the oral aspects of language use. Little is known about the relationship between anxiety and reading which plays a substantial role in a foreign/second language curriculum. This paper reports on a study that explored the complex nature of reading anxiety of an advanced-level ESL student. The study revealed that the advanced- level ESL student experienced anxiety when reading in L2 while he did not express general language learning anxiety in a classroom. The student expressed more anxiety in reading comprehension processes than in word decoding processes. His reading anxiety was caused fundamentally by a lack of self-confidence in his L2 reading ability as well as a limited reading time and such factors as the text itself, unfamiliarity of text topics, text lengths, difficult vocabulary, and complicated sentence structures. In order to reduce the levels of reading anxiety, he employed specific reading behaviors such as underlining and taking notes and strategies of skimming, scanning, and re-reading. The findings suggest that L2 reading anxiety may exist as a phenomenon distinguishable from general language learning anxiety for advanced-level ESL students.

Second language acquisition theories highlight the fundamental role of social interaction in facilitating learners’ efforts to gain competence in an L2, and consider learners’ perceptions of classroom interaction and their affective states to be as important as teaching, in a way that encourages interaction. However, there is a dearth of research focused on learners’ perceptions of interaction in the target language and the relationships between these perceptions and both communication motivation and communication apprehension in the language-learning classroom. The purpose of the present study, therefore, is to explore the relationship between learners’ perceptions of classroom interaction and learners’ communication motivation and communication apprehension. The participants consisted of 162 sophomore students majoring in applied English at a university in Taiwan. Data were collected via a questionnaire. The results showed significant correlations between the learners’ perceptions of classroom interaction and three variables: English-language classroom communication apprehension, intrinsic motivation, and years of English learning. Further, a multiple regression analysis showed that intrinsic motivation contributed to the learners’ positive perceptions of classroom interaction in regard to using the target language, whereas this was not the case for extrinsic motivation and communication apprehension. The study results have implications for both teaching and research.

본 연구는 혁신학교 중학생의 정의적 요인들에 관한 시기별 차이와 변화 추이를 단기종단적 비교 분석하기 위하여 강원교육종단연구의 동일표본에 의한 중학교 1학년(2011년)과 중학교 2학년(2012년) 데이터를 이용하였다. 분석결과, 첫째, 혁신학교 중학생은 1학년 시기에 비하여 2학년 시기에 부모와의 관계가 개선되었으며, 부모의 성취압력은 줄어드는 긍정적 차이가 있었다. 반면, 일반학교의 경우 긍정적 차이를 보인 변수가 없었다. 둘째, 혁신학교 중학생은 1학년 시기에 비하여 2학년 시기에 학습동기가 줄어드는 부정적 차이가 있었다. 일반학교 중학생은 스트레스와 정신허약 수준이 1학년 시기에 비하여 2학년 시기에 증가하였고, 학교만족도, 행복감, 학습동기, 부모․자녀 관계, 안녕감 수준이 낮아지는 부정적 차이를 보였다. 셋째, 시기별 변화 추이를 살펴보면, 혁신학교 중학생의 스트레스가 감소할 때, 일반학교 중학생의 스트레스는 증가하는 변화 추이를 보였다. 또한 혁신학교 중학생의 부모․자녀관계와 학교만족도 수준이 높아질 때, 일반학교 중학생의 부모․자녀관계와 학교만족도는 낮아지는 변화 추이를 보였다. 이러한 분석결과를 통하여 혁신학교와 일반학교 중학생의 시기별 긍정적, 부정적 차이와 변화 추이 요인을 밝혔다.

This study analyses data from first and second year middle school students at innovative schools during the years 2011 and 2012. The analysis is based on samples from a longitudinal analysis conducted by Kangwondo Education Research Institute. The analysis showed that the relationship between students in innovative middle schools and their parents improved from 2011 to 2012, The parents' pressure on students to achieve was reduced. By contrast, there was no variable in average school that showed a positive difference. Second, students in innovative middle schools showed a negative difference because their learning motivation decreased in the second year from the first year. For students in average middle school, stress and mental weakness increased in the second year from the first year, while satisfaction with school, happiness, learning motivation, parent-child relationship, and sense of well-being decreased. Third, in terms of the difference over time, when the stress of students in innovation middle school decreased, student in average middle school increased. Also, when the parent-child relationship and satisfaction with school increased for students in innovation middle school, that for students in average middle school decreased. Based on the analysis, factors for positive and negative effects on student achievement were examined in order to make suggestions for improvement of innovative school operation.

This study aims to explore how the vocabulary size and affective variables effect fluency in English speaking of Korean English learners. In total, 42 university students participated in the study and filled out the questionnaires developed to measure affective variables (WTC, learning motivation, self-efficacy) as well as EIT(Elicited Imitation Test for English speaking) and VST(Vocabulary Size Test). The result from multiple regression analysis revealed that both VST and affective factors were found to have a strong correlation with EIT. One-way ANOVA analysis showed that there are significantly statistical differences between the upper and lower groups in VST, affective variables and EIT. There are also statistical differences between the upper and lower groups in the degree of influence of affective factors, VST and EIT. In the upper group, VST and affective factors had a weaker influence on EIT whereas, in the lower group, they had a greater influence on EIT. Particularly the degree of influence of affective factors on the lower group was stronger than that of the upper group.

It has been known that Autonomous Sensory Meridian Response (ASMR) elicits a sense of psychological stability and calmness. Kim and Kim (2022) reported the affective representation of ASMR stimuli in the core affective space. Using their dataset, Kim (2022) showed that affective words including angry, fearful, irritated, happy, calm, gay, sad, anxious, gloomy, and peaceful, were mapped onto the valence-arousal space. In this study, I replicated Kim (2022) and also investigated the relationship between affective adjectives and four semantic variables (certainty, preference, familiarity, and imageability). Correlation analyses and multidimensional scaling were performed. The results showed a successful replication of the representation of affective adjectives. Additionally, preference, familiarity, and imageability were linearly correlated with positive valence. Quadratic term of valence was not related to affective adjectives. This result differs from studies using conventional affective words, indicating that the relationship between affective and semantic variables may be stimulus-specific rather than stimulus-general.

The purpose of this study is to investigate the correlations between affective variables and communicative language ability of university students who are learning English as a Foreign Language(EFL) in Korea. The results of the study based on descriptive statistics, factor analysis, reliability coefficients, correlation coefficients, and multiple regression analysis, indicate that high willingness to communicate, internal motivation, low general anxiety and communicative anxiety were affective variables which influence foreign language oral proficiency. In addition, the analysis revealed that Korean female students showed higher rates of communicative anxiety, motivation and willingness to communicate than male students, and students in higher grades of schooling showed slightly higher rates of motivation and willingness to communicate outside the classroom. The current study recognizes the potential for using affective variables as a strategic approach to develop communicative language ability.

영재들의 학습 효과를 위해서는 학생들이 지적으로 준비가 갖추어졌다할지라도, 학생들의 지적 능력을 활성화하고 적극적인 학습 행동으로 동력화해야 한다. 이를 위해서는 수학교과에 대한 정의적 특성을 강조하지 않을 수 없다. 본 연구에서는 같은 수학교과에 대한 정의적 특성들을 분석하였다.

Although gifted students are well ready in the perspective of intelligence, in order to make their learning highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour. It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

This study aims to investigate the college learners’ affective variables after participating in an English Study Abroad (ESA)program. Twenty six college students participated in the study and completed the surveys to measure their affective variables in L2learning. The questionnaire is comprised of four parts; Attitudes and Motivation Test Battery (AMTB), Willingness to Communicate (WTC), Self-Perceived Communication Competence (SPCC), and Communication Anxiety (CA). In the results, the intensity of effort to learn English, the attitudes toward English community members and English course measured by AMTB and learners’ perceived competence by SPCC increased and CA was significantly lowered, but no significant increase of WTC was reported. The study implies that the experience of ESA affects the development of college learners’motivation and attitudes toward L2 learning in a certain situation. Also, learners' SPCC and CA, which are strong predictors of WTC and communicative competence in indirect path, are also facilitated by exposure to the target language community through ESA.

The purpose of this article was to identify affective variables that make some difference in classifying subjects into non-passing or passing levels based on a reading proficiency test. A total of 189 secondary high school students were surveyed on their perceptions about their self-efficacy toward English learning, their independent English learning, and two types of motivational orientations of integrative and instrumental motivation through 6 point Likert type scale. The data were analyzed by logistic regression method available in a statistical package. The results showed that self-efficacy and learner autonomy variables had statistically significant impact on the classification, while none of the motivational orientations made any difference. However, it was found that those motivational orientations were correlated from r=0.56 to r=0.68 with self-efficacy and learner autonomy variables. The results from the present study indicated that secondary school learners of English should be encouraged to develop their high levels of self-efficacy and be trained to reflect on their learning of English.

The current study reports on three investigations of (1) the predictive power of four skill-based anxieties in students’ perceptions of English competence (PEC) and their intention to continue English studies (ITC), (2) the possibility of gender as a moderator in the relationships between the four skill-based anxieties in students’ PEC and ITC, and (3)factorial similarity of the four skill-based anxiety scales across gender. Results of the study support the following three findings. First, only writing and speaking anxieties made an independent contribution to students’ PEC, with writing anxiety playing a substantially more important role. The higher level of L2 writing anxiety was also observed in students’ ITC, but its effect was moderate. Second, gender was found to moderate only the relationship between writing anxiety and students’ PEC. Third, test bias was detected in three of the four skill-based anxiety scales, thus indicating factorial similarity across gender only for the speaking anxiety scale. Pedagogical implications associated with the findings are also discussed.

本研究では、学習者の第二言語の不安を緩和する方法を探るため、中国の大学における日本語学習者を対象として第二言語に関する不安の実態調査を行った。 調査では、中国にある4大学の日本語学習者575名を対象として教室内の不安調査と教室外の不安調査を行った。調査の結果、以下のことが明らかになった。 性差については、有意な性差が見られ、いずれも女性が男性よりも高い不安（教室内と教室外）の傾向を示した。学年差については、3つの学年の教室内不安数値は大差がなかったが、日本語の授業の速さに対する不安に関しては2年生、3年生が強く感じているのに対して、4年生は不安数値が低い。また、すべての教室内不安の下位尺度において教室外不安の下位尺度と有意な正の相関性が見られた。つまり、教室内不安と教室外不安がお互いに影響している。教室内不安が高まると教室外不安も感じやすい。逆に、教室内不安が緩和できれば、教室外不安も軽減できる。 以上の調査から、中国の大学における日本語学習者の第二言語の不安の実態が明らになったと言えよう。しかしながら、具体的な指導法やそれによる不安緩和の有効性についての検討までは行えなかった。今後は引き続き、学習者の情意要因の傾向と内容に合わせた指導法について、研究を進めていきたい。

This study is a research of affective variables of students in second-language acquisition, focusing on the anxiety of Chinese students majored in Japanese Language. 575 Japanese learners of 4 universities in China were investigated in and out of the classroom on second language anxiety. The result showed grade differences. The uneasy numerical value in the classroom of three grades made little difference. As for the seniors, uneasiness in numerical value was low whereas sophomores and juniors felt strongly about the uneasiness of the speed of a Japanese class. In addition, a lower standard of the uneasiness out of the classroom and a meaningful equilateral correlation were seen in a lower standard of the uneasiness in all classrooms. From the above-mentioned investigation, the actual situation of the second language anxiety of the Japanese learners in the Chinese universities may prove better. However, such a study is unable to be conducted until an examination about the effectiveness of the uneasy relaxation by the concrete instruction method and instruction method has been taken. Therefore, it is suggested that a study about the instruction method for a tendency and the content of the emotion should be done and learners should be taken into consideration in the future.

Lee, Hae-ryeon & Kim, Woo-hyung. “Correlations between Affective Variables and Communicative Language Ability: Focused on Anxiety, Motivation and Willingness to Communicate.” Studies on English Language & Literature. 32.1(2006): 245-267. The purpose of this study is to investigate the correlations between affective variables and communicative language ability of university students who are learning English as a Foreign Language(EFL) in Korea. The results of the study based on descriptive statistics, factor analysis, reliability coefficients, correlation coefficients, and multiple regression analysis, indicate that high willingness to communicate, internal motivation, low general anxiety and communicative anxiety were affective variables which influence foreign language oral proficiency. In addition, the analysis revealed that Korean female students showed higher rates of communicative anxiety, motivation and willingness to communicate than male students, and students in higher grades of schooling showed slightly higher rates of motivation and willingness to communicate outside the classroom. The current study recognizes the potential for using affective variables as a strategic approach to develop communicative language ability. (Seowon University?Keimyung University)

본 연구는 중국에서 거주하는 중국인 한국어 학습자의 말하기 유창성과 동기, 불안과 의사소통 의지 등 정의적 변인을 측정하고 그들 간 어떤 상관관계가 있는지, 나아가 정의적 변인이 말하기 유창성에 영향을 미치는지를 알아보는 데 목적이 있다. 이를 위해 본 연구에서는 한국어 학습자 105명을 대상으로 데이터를 수집하였으며 말하기 유창성과 정의적 변인에 대한 측정 결과를 바탕으로 통계 처리를 하였다. 분석 결과는 다음과 같다. 첫째, 본 연구의 한국어 학습자는 비슷한 수준의 말하기 유창성 능력을 가지고 있었다. 둘째, 동기, 불안과 의사소통 의지는 각각 네 가지 하위요인으로 구성되었다. 셋째, 말하기 유창성은 동기, 의사소통 의지와 양의 상관관계를 보였고 불안과 음의 상관관계를 보였다. 전반적으로 동기의 영향 정도가 가장 크고 불안의 영향 정도가 가장 낮게 나타났다. 중급 학습자의 경우 불안이 말하기 유창성에 가장 큰 영향을 준 반면, 고급 학습자의 경우는 동기가 말하기 유창성에 가장 큰 영향을 끼치는 것을 알 수 있었다.

This study investigated affective variables, such as speaking fluency and motivation, anxiety, and willingness to communicate, of Chinese Korean learners residing in China, and examined whether these affective variables affect speaking fluency. A questionnaire survey of 105 Chinese learners of the Korean language was conducted, and statistical analysis performed of the speaking fluency and affective variables. The results are as follows. First, intermediate and advanced Korean learners in China had similar levels of speaking fluency. Second, motivation, anxiety, and willingness to communicate had four sub-factors. Third, motivation and willingness to communicate had a positive correlation with speaking fluency, while anxiety had a negative correlation with speaking fluency. Fourth, motivation had the largest influence, while anxiety had the lowest influence on speaking fluency. For intermediate learners, anxiety had the greatest effect on speaking fluency, while for advanced learners, motivation had the greatest effect on speaking fluency.

본 연구는 우리나라의 중학교, 인문계 고등학교와 특성화 고등학교 여학생을 대상으로 영어 학습의 동기와 불안감, 의사소통 의지 및 영어 능력 수준과의 상관관계를 비교하는 것에 목적을 두고 있다. 이를 위하여 서울시의 중학생 69명, 인문계 고등학생 44명, 그리고 특성화 고등학교 학생 68을 대상으로 AMTB(Attitude and Motivation Test Battery) 조사도구를 재구성한 설문조사를 실시하였고, 12명을 대상으 로 인터뷰를 실시하였다. 설문 조사 참여자의 영어 수준 평가를 위해서 규칙 빈칸 채우기 시험인 클로즈 테스트(Cloze test)를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 세 집단 모두 ‘통합적 동기’, ‘도구적 동기’, ‘일반적 학습 동기’ 그리고 ‘불안감’이 ‘의사소통 의지’와 유의미한 상관관계가 있음을 보였다. 영어 의사소통 의지에 영향을 미치는 가장 주된 요인을 집단별로 살펴보았을 때 중학생, 특성화고, 일반고 학생 모두 ‘일반적 학습 동기’ 요인으로 나타났고, 두 번째로 영향력이 높은 것은 ‘불안감’ 요인으로 드러났다. 둘째, 전체 집단을 대상으로 볼 때 ‘일반적 학습 동기’만이 영어 수준과 유의미함을 보여주었다. 인문계 고등학생의 경우 ‘도구적 동기’와 ‘일반적 학습 동기’가 영어 수준과 유의미한 관계가 있음을 나타냈다. 이와 같은 연구 결과는 집단별로 학생들의 학습동기를 파악하고 ‘일반적 학습 동기’를 높일 수 있는 수업을 제공해야 한다는 점을 보여준다. 또한 클로즈 테스트가 학습자의 정의적 요인을 조사하는 설문지와 함께 영어 수준을 평가하는 것에 사용될 수 있는 도구임을 시사한다.

This study aims to examine the correlations between affective variables and English proficiency levels of female students in the context of secondary schools in Korea. A total of 181 female took part in the study. They were 69 from vocational high school, 44 from general high school and 68 from middle school students in Seoul. A questionnaire with 22 items adapted f rom AMTB(Attitude and Motivation Test Battery) were used to estimate affective variables of ‘anxiety’, ‘willingness to communicate’, ‘integrative’, ‘instrumental’ and ‘learning’ motivations. A cloze test were carried out to measure learner’s proficiency. The results indicate that ‘integrative’, ‘instrumental’, ‘learning’ motivations and ‘anxiety’ have the significant relationships with ‘willingness to communicate’ among all three groups. Second, only ‘learning moti vation’ and t he English clo ze test score are positively correlated in all groups. In case of general high school students, the ‘instrumental’ motivation is significantly related with the test score. Based on the findings, this study proposes that teachers should consistently focus on affective variables of learners in order to enhance their learners’ English proficiency. A cloze test can be used to estimate learner’s proficiency when teachers measure affective variables of learners.

This study investigated the effect of some affective variables on learning English as a foreign language. 219 students participated in this study by responding to a Likert-type scale instrument intended to measure their self-efficacy beliefs, motivation, task-value, and listening strategies. Through the application of the binary logistic regression analysis, it was revealed that listening strategies and self-efficacy beliefs were statistically significant variables that had some influence on the classification of the subjects into two groups; low-level students and high-level students. However, the other two variables, motivation and task-value in the equation, were not statistically significant. The findings of this study indicated that the teacher should help students increase their self-efficacy beliefs and listening strategies, which seem to have a direct impact on listening tasks and tests.

영재들의 학습 효과를 위해서는 학생들이 지적으로 준비가 갖추어졌다할지라도, 학생들의 지적 능력을 활성화하고 적극적인 학습 행동으로 동력화해야 한다. 이를 위해서는 수학교과에 대한 정의적 특성을 강조하지 않을 수 없다. 본 연구에서는 수학영재학생들의 수학교과에 대한 자아개념, 태도, 흥미, 수학불안, 학습습관과 같은 수학교과에 대한 정의적 특성들을 분석하였다.

Although gifted students are well ready in the perspective of intelligence, in order to make their Beaming highly effective, it is necessary to revitalize their intellectual abilities and progress it into proactive learning behaviour. It is requisite to stress on the affective variables for achieving this. This study examined and analyzed affective variables for the subject mathematics on self-concept toward mathematics, attitude, interest, mathematical anxiety, and learning habits.

이 연구는 중학교 영어 학업성취도에 미치는 정의적 변인들 간의 구조적 관계를 살펴보기 위해 영어내·외재적 동기가 학습몰입, 그리고 자아효능감을 거쳐 학업성취도에 이르는 경로에 대해 분석하였다. 중학생 10,653명을 대상으로 Mplus 8.4를 통해 잠재조절 구조방정식을 적용하여 다중매개 및 조절된 매개효과를 검정하였다. 연구결과, 내재적 동기는 학업성취도에 유의미한 부적 영향을 주고, 외재적 동기는 정적 영향을 주는 것으로 나타났다. 또한, 내재적 동기가 학습몰입과 자아효능감을 각각 경유하여 학업성취도를 증가시키는 정적 간접효과와 학습몰입과 자아효능감을 차례대로 지나는 정적연속다중매개효과가 나타났다. 특히, 외재적 동기에서 학습몰입을 경유하면 정적 간접효과를 나타내지만, 자아효능감을 거치면 학업성취도를 감소시키는 부적 간접효과가 나타났다. 그러나 학습몰입과자아효능감이 순차적으로 다중 매개변인으로 투입되는 경우 내·외재적 동기 둘 다에서 학업성취도에이르는 연속다중매개효과가 양으로 나타났다. 마지막으로 조절된 매개효과 검정에서 영어에 대한 내재적 동기가 상승하면 영어 학습 몰입도가 올라가고, 다시 학습몰입은 영어 학업성취도를 상승시키는정적 간접효과가 나타나는데, 영어 자아효능감이 상승하면 영어 내재적 동기에서 영어 학습몰입으로의 정적 효과를 오히려 약화시키는 것을 확인할 수 있었다. 이러한 연구 결과를 바탕으로 하여, 영어학습과 관련하여 정의적 요인의 구조적 관계에 대한 이해를 넓히고 이론 정립과 영어학습 시사점에 관한제언을 하였다.

This article discussed the structural relationship among affective variables on English academic achievement, focusing on multiple paths from motivation to academic achievement via learning engagement and self-efficacy in English learning contexts. Using data of 10,653 middle school students, the latent moderated structural equation approach was employed to test multiple mediations and moderated mediation effect by Mplus 8.4. According to research findings, a negative direct effect of intrinsic motivation on academic achievement still remained, despite the positive indirect effect on academic achievement via learning engagement and self-efficacy, respectively. In particular, external motivations showed a positive mediating effect via learning engagement, but through self-efficacy, there was a negative indirect effect that reduced academic achievement. However, the serial multiple mediation effect that passes through learning engagement and self-efficacy in order has changed positively. Lastly, in the moderated mediating effect test, when the intrinsic motivation for English increases, engagement in English learning increases, and then increased learning engagement also has a positive effect on English academic achievement; however, self-efficacy weakens the positive influence of intrinsic motivation on learning engagement. Namely, a buffering effect of self-efficacy was found in the moderated mediation model. Based on the results of this study, suggestions were made on expanding our knowledge of affective factors and their application of English learning in EFL settings.