This study aims to validate the English learning anxiety scale for Korean primary school students. At the initial stage, 16 items of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) were drawn from the literature reviews for the preliminary test. Then, 177 primary school students were sampled for the preliminary test. After the exploratory factor analysis was undertaken, the English Learning Anxiety Scale (ELAS) was reduced to 14 items, which consisted of two dimensions (oral English classroom anxiety, and low self-confidence in English). The main test was given to 573 primary school students from fourth grades to sixth grades in eight different schools in order to confirm validity and reliability of the ELAS. The results of the confirmatory factor analysis using structural equation modeling demonstrated that the ELAS is a valid (TLI, AGFI, CFI>.94, RMSEA=.049) and reliable (Cronbach’s α = 0.891) instrument.

Ⅰ. INTRODUCTION
    Ⅱ. LITERLATURE REVIEW
    Ⅲ. METHOD
    Ⅳ. RESULTS
    Ⅴ. DISCUSSIONS AND IMPLICATIONS
    Ⅵ. CONCLUSION
    REFERENCES
    APPENDIX

• Su Yon Yim(Nanyang Technological University)
• Ye-Lim Yu(Seoul National University)