English learning anxiety and English learning demotivation in South Korean third-year high school students

Tae-Young Kim; Eun-Young Choi

doi:10.30827/portalin.vi39.22305

Authors

Tae-Young Kim Chung-Ang University https://orcid.org/0000-0002-2622-3566
Eun-Young Choi

DOI:

https://doi.org/10.30827/portalin.vi39.22305

Keywords:

language anxiety; English learning demotivation; L2 proficiency; facilitative anxiety; motivation

Abstract

Because of the high level of anxiety and academic pressure associated with the college entrance exam in South Korea, this study investigated the effects of English learning anxiety on English learning demotivation and academic achievement in third-year high school students. To determine the correlations of the effect of English learning anxiety on both components, 249 participants were selected from nine third-year student classes at an academic high school in Gyeonggi Province, South Korea, to complete questionnaires, the data from which were analysed using quantitative statistical methods. The regression analyses revealed that the English learning anxiety in the male and female students with top grades had positively and significantly affected their academic achievement. However, except for high-level male learners, demotivation was not found to have any effect on student achievement. The results suggested that it is important to design education-friendly measures to enhance third-year high school student motivation and alleviate any excessive anxiety.

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