This study was conducted with Korean heritage learners to examine how their affect is related to their performance in the Korean course. Questionnaires that measure the students’ foreign language classroom anxiety and achievement goals were administered to 18 college students enrolled in the second-year Korean writing course. The study first examined the effects of anxiety on the students’ performance and found that those who experienced lower levels of anxiety performed better. A correlation analysis also confirmed the finding, i.e., the students’ anxiety was highly correlated with their performance in the course. Furthermore, it was found from the multiple regression analysis that both anxiety and functional goals explained the variance of the students’ performance. In other words, those two variables were found to predict learner performance.
This study was conducted with Korean heritage learners to examine how their affect is related to their performance in the Korean course. Questionnaires that measure the students’ foreign language classroom anxiety and achievement goals were administered to 18 college students enrolled in the second-year Korean writing course. The study first examined the effects of anxiety on the students’ performance and found that those who experienced lower levels of anxiety performed better. A correlation analysis also confirmed the finding, i.e., the students’ anxiety was highly correlated with their performance in the course. Furthermore, it was found from the multiple regression analysis that both anxiety and functional goals explained the variance of the students’ performance. In other words, those two variables were found to predict learner performance.
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