Pedagogical Practices to Aid Korean EFL Learners with Language Anxiety

Abstract

In current research on EFL, a great deal of effort has been devoted to establishing the role of psychological factors in the success or failure of the learners. Among these psychological factors are affective factors with “anxiety” as one of their sub-categories. EFL students often have difficulty interacting with native speakers in school. Some EFL students avoid interactions with native speakers because of their frustration or embarrassment at their poor English. Teachers are best placed to engage in effective instructional practices when they can competently select and use high-quality resources and/or approaches that have been built around a strong evidence base. Conventionally, the objective of this descriptive study is to determine the Pedagogical Practices to Aid Korean EFL Learners with Language Anxiety of LCSSHS, how and why their teaching strategies help to aid them with their studies. The researchers floated questionnaires to the Korean Students of Lorma Colleges Special Science High School from Grade 7 to 4th year High School. The questionnaire used is a standardized test by Horwitz, E. K., Horwitz, M. B., & Cope, J (1986). Results indicated that lack of sufficient input for learning FL/L2 in the environment where the target language is not the first language, and lack of opportunities to frequently process the limited (sometimes filled with errors) input, can cause language anxiety at the output (speaking) stage for ESL/EFL learners. The researchers also formulated lists of pedagogies that will serve as tools to help not only the teachers but also the Korean EFL learners in their studies.