This study investigates the effect of team-teaching between Korean English teachers and native speakers of English on English learning anxiety. A total of 248 elementary students in grade 6 participated in this study. One group of students were taught by Korean English teachers and native speakers of English while the other group never had the opportunity to speak with a native speaker in class. A survey questionnaire based on FLCAS (Foreign Language Classroom Anxiety Scale) was newly developed to investigate how the two groups showed differences in English learning anxiety in class. The exploratory factor analysis was undertaken to suggest a three-factor solution. The two groups showed differences in English classroom anxiety and confidence in communication with native English speakers. On the other hand, fear of negative evaluation did not show any significant differences between the two groups. The students who experienced team-teaching showed more confidence in communication with native speakers only at a rudimentary level. Therefore, native English-speaking teachers should make their efforts to develop the skills to promote students’ confidence and higher level of communicative abilities.

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.