KFL learners’ affective factors

Abstract

This study examined the affective experiences of university KFL learners in Australian classrooms, focusing on foreign language enjoyment (FLE) and foreign language anxiety (FLA) and their relationships with affective variables, including motivation, resilience, and attitudes, as well as K-culture attractiveness and self-rated Korean proficiency. Sixty-five students completed an online survey comprising eight scales and two open-ended questions eliciting enjoyable and anxious classroom episodes. Descriptive results showed high FLE ( M  = 4.22) driven by teacher appreciation ( M  = 4.72) and personal enjoyment ( M  = 4.47), albeit with comparatively lower social enjoyment ( M  = 3.40). FLA scored moderate to high ( M  = 3.86), with similar levels across fear of negative evaluation, test anxiety, and communication apprehension. In contrast, demotivation ( M  = 2.00) and boredom ( M  = 1.76) were low. Correlational and regression analyses indicated that enjoyment aligned with engagement-related resources and positive orientations, whereas anxiety was most closely linked to demotivation and boredom; self-rated proficiency was positively related to FLE and negatively related to FLA. Qualitative responses corroborated these patterns. As one of the first holistic investigations of both positive and negative affect among university KFL learners in an Australian context, this study offers practical implications for classroom practice and curriculum design.