Abstract
This research reports on the relationships among self-efficacy, state anxiety, foreign language classroom anxiety, willingness to communicate and English language proficiency of middle school students in Korea. A total of 376 middle school students took part in a questionnaire survey and a proficiency test. The correlation analysis revealed that self-efficacy had a stronger relationship with English language proficiency (r = .34) than willingness to communicate (r = .11). State anxiety and foreign language classroom anxiety showed negative correlations with English language proficiency as r = - .15 and r = - .24. The results indicate that among the affective variables invested in the present study, self-efficacy may have a moderately important role in developing Korean middle school learners’ English ability. Implications to improve students’ learning by tapping into the affective domain are suggested.
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