Understanding of Out-of-Class English Learning of Korean Students in Relation with Affective Factors and Motivation

With the advent of computing and the internet technology, language learners have a myriad of opportunities for authentic target language experience beyond classrooms. While the potential of out-of-class language learning has been acknowledged by researchers and educators, there is a lack of empirical studies on various factors relevant to out-of-class learning. This study examines Korean college students’ practices of out-of-class learning in relation with affective factors and motivation. Two types of out-of-class learning are classified as explicit and implicit language learning and affective factors include L2 WTC (Willingness to communicate), foreign language classroom anxiety, and perceived English communication competence. Explicit and intrinsic motivation is examined in terms of its predictability of the hours of out-of-class activities. For the study, 103 college students majoring in English education participated and responded to survey questions. The data were analyzed to reveal how students did out-of-class activities, how motivation influenced out-of-class learning, and how the out-of-class learning affected L2 WTC, anxiety and perceived English communication competence. The findings were presented with discussions and suggestions for further studies.