• English Language & Literature Teaching
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• v.12 no.1
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• pp.183-204
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• 2006

This study investigated the effects of rehearsed English drama activities on the learner variables and oral communication achievements of Korean elementary school students. Forty children in the treatment group participated in the drama activities while forty-two children in the contrast group participated in the regular classes. The results of the study are as follows: the treatment group showed significant differences between the pre-tests and the post-tests in language learning strategies, motivation, confidence, perceived competence, willingness to communicate, and listening and speaking achievements; the students in the treatment group progressed in their attitudes toward and participation in the classroom activities. Based on the findings, it is concluded that the rehearsed drama activities positively affect the learner variables and oral communication. The pedagogical implications are discussed in the conclusion.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.139-160
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• 2011

This study examines correlations between affective variables and English learners' achievement in native teachers' classes. Specifically, it aims to study the relationships among Korean college students' English learning motivation, anxiety, WTC (willingness to communicate) and their English achievement scores. For the purpose, the questionnaire surveys were conducted, and the students' English scores were analyzed and compared. The participants were 216 university students taking the general English courses as a requirement for graduation. The results indicated that although the students had high level motivation to learn English, especially for social reasons, their WTC in and outside the classroom was low. Also, unlike the previous studies on foreign language anxiety, their anxiety level was not significant. Anxiety and motivation were negatively correlated; WTC and motivation were positively correlated. However, according to the regression analysis, the explanatory power of the three affective variables was not significant for the students' achievement scores. Several possible reasons and some pedagogical implications are provided in the conclusion.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.211-231
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• 2007

Communication anxiety (CA) in L2 has been identified as one of the important predictors of determining success in the attainment of L2 communication competence. L2 professionals have attempted to explicate its nature in L2, but seemingly failed to achieve the goal. This is probably because they have tended to rely on studies dependent on the use of surveys, which are usually constructed on the basis of their own perspectives rather than L2 students' on CA. To solve this problem, some L2 professionals have utilized diverse research methods that can gather opinions directly from L2 students who are the main constituent in L2 learning; regretfully, they have barely listened to L2 students' voices about controlling CA in L2. This descriptive study explored the nature of CA and the way of controlling it by analyzing data from 57 Korean EFL undergraduates who voluntarily responded to the oral interview questions. The findings of this study pointed out that CA in L2 negatively influenced L2 performance. However, it seemed to have the potential to promote L2 learning. Provided are some important implications that can assist L2 teachers to help their students control CA by maximizing the positive nature of CA.