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Analysis of Anxiety Levels and Anxiety Factors among Beginner-level Learners in Korean Language Classrooms

An, Sung-min 1

1한국과학기술원

Accredited

ABSTRACT

This study investigates the classroom anxiety experienced by beginner-level learners of Korean. Specifically, it aims to identify the characteristics and underlying factors of anxiety and examine the relationships among these factors. The Korean version of the Foreign Language Classroom Anxiety Scale (FLCAS) was adapted for this study, and survey data were collected from 119 beginner-level learners of diverse nationalities. The results yielded the following findings. First, while the overall level of classroom anxiety was relatively low, certain situations provoked stronger emotional responses. Learners reported the highest anxiety when forgetting previously learned material due to nervousness, worrying about Korean language test results, or comparing their proficiency with that of peers. In contrast, they experienced relatively low anxiety in situations involving reluctance to participate, confusion during test preparation, and fear of instructor feedback, suggesting generally positive attitudes toward instruction and classroom activities. Second, exploratory factor analysis revealed five distinct dimensions of classroom anxiety: interaction anxiety, self-efficacy anxiety, social comparison anxiety, evaluation anxiety, and lack of learning immersion. Notably, learners reported heightened anxiety during interactions with instructors and classmates, along with a lack of confidence in their Korean language abilities and discomfort with evaluative situations. Third, correlation analyses demonstrated significant associations among the sub-factors. Social comparison anxiety and evaluation anxiety showed the strongest inter-factor correlation, indicating that these two domains play a central role in shaping overall classroom anxiety. Peer comparison and performance-related situations emerged as particularly influential in elevating anxiety levels. These findings highlight the multidimensional nature of classroom anxiety in beginner Korean learners and underscore the importance of developing instructional strategies that address learners’ emotional needs.

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