Impact of affective variables on Korean as a foreign language learners' oral achievement

Abstract

While research on affective variables abounds in the foreign and second language acquisition literature, few studies have examined the role that learner affect plays in learning a less commonly taught language (LCTL) such as Korean. This study examines potential relationships between affective variables (i.e., motivation, anxiety, linguistic self-confidence, and risk-taking) and oral achievement in a KFL (Korean as a Foreign Language) North American college classroom setting. The results showed that learners' achievement was positively correlated with linguistic self-confidence and risk-taking while negatively associated with anxiety. A positive correlation was also found between motivation and linguistic self-confidence. Anxiety was negatively correlated with linguistic self-confidence and risk-taking. Among the four affective variables investigated, only risk-taking was identified as a significant predictor of student achievement in oral skills. Findings suggest that (1) learners' affective states play a significant role in learning an L2 that is non-cognate with and distant from their L1 and (2) effortful and frequent attempts of risk-taking should be particularly emphasized to enhance learners' achievement in L2 oral proficiency.