This study analyzes the results of ten foreign language anxiety (FLA) research papers from the Korean post-secondary EFL context. Its aim is to identify some of the methodological limitations that persist in such research in an effort to influence the epistemological perspectives and methodological approaches of future studies. A comprehensive summary of the FLA-associated factors, variables, and pedagogical implications reported in the respective research papers is presented. Discussions include a critical analysis of the traditional cognitivist approach to FLA research, addressing issues associated with attempts to isolate and objectively quantify the cognitive states of the students. Highlighted is the argument that, when the socio-cultural dimension of language learning is adequately accounted for, many of the underlying assumptions inherent to traditional FLA research become inescapably problematic. The study concludes by emphasizing the need to adopt holistic, interpretive, and social constructivist research perspectives through which the dynamic and ever-changing nature of human activity can be more fully accounted for, and by which the pedagogical implications remain deeply entwined with, rather than detached from, the context in which the language learning activity takes place.

This study proposed various models with different constructs of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) and tested the competitive models with a view to finding the constructs that best account for the FLCAS. The FLCAS was administered to 918 EFL university students in Korea, and the data were analyzed by performing confirmatory factor analysis (CFA). The resu lts of data analyses indicated that even though the fit indices for all the hypothesized models in general did not meet the cutoff points of acceptabi lity, the model containing four constructs fit the data better than the models containing one, two, or three constructs of the FLCAS. Implications of these findings followed by futu re research areas were provided to deepen the insight into foreign language anxiety in the classroom in general and the FLCAS in particular.

This study investigated the relationship among foreign language learning anxiety, achievement goals, and multidimensional perfectionism.Incorporating approach and avoidance into mastery goal and performance goal, a 2X2 framework of achievement goals comprised mastery approach, mastery avoidance, performance approach, and performance avoidance in this article. Three factors, self-oriented, others-oriented, and socially-prescribed perfectionism, were explored to understand the relationship between perfectionism and foreign language learning anxiety. Results indicated that all factors of achievement goals and only socially-prescribed perfectionism were correlated to the foreign language learning anxiety. Analysis of the regression between the scale of language learning anxiety and the other factors showed that master approach, mastery avoidance, and performance approach could predict the language learning anxiety significantly

This study attempts to examine the existence of foreign language anxiety in e-Learning situations, and then identify relationships between the anxiety and learner background factors. A total of 162 EFL learners participated in the survey. Their anxiety was measured by the e-Foreign Language Classroom Anxiety Scale (e-FLCAS). The results suggest that foreign language learners do indeed experience anxiety in e-Learning classrooms. A majority of the participants acknowledged having experienced specific kinds of anxiety in cyber classes: worry over e-Learning education, online test anxiety, learning style conflicts, and apprehension of native teachers. In addition, e-Learning anxiety was found to be significantly related to three background factors (gender, academic backgrounds, and English proficiency). The results also provide a potential explanation of anxiety-producing contexts in cyber classrooms, the sources of anxiety, and coping strategies that students use to lower their anxiety.

This study investigated the foreign language listening test anxiety of 66 Korean high school students. The subjects were randomly assigned to Non-test Group (absence of a test atmosphere) and Test Group (presence of a test atmosphere). Foreign language listening test anxiety in both groups was measured by the foreign language listening test anxiety scale I (FLLTAS I) and they answered questions related to the FLLTAS II after taking a listening test. Based on the change in mean scores of the FLLTAS I and II, the data were analyzed with repeated measures and the results suggested that the subjects indeed felt foreign language listening test anxiety and significantly experienced an increase in anxiety levels after taking a listening test regardless of the absence or presence of a test atmosphere and subject's differences in listening proficiency levels. Regarding the relationship between foreign language listening test anxiety and foreign language listening test performance, the results revealed that they are negatively related. Also, a factor analysis showed that 'tension over English listening or English listening tests' and 'lack of confidence over English listening or English listening tests' are the main factors contributing to foreign language listening test anxiety.