Part 1: A Study on the Relationship Between Academic Reading and Writing and Affective Factors

Chapter 1: The Relationship Between Advanced Korean Language Learners' Korean Reading Anxiety and Academic Achievement
Chapter 2: The Differential Effects of Anxiety Factors on Reading Anxiety in Advanced Korean Learners
Chapter 3: The Correlation Between Intermediate Korean Language Learners' Korean Reading Anxiety and Anxiety Factors
Chapter 4: The Relationship Between Intermediate Korean Learners' Writing Anxiety in Korean and Their Native Language and Their Academic Achievement
Chapter 5: The Correlation Between Intermediate Korean Learners' Writing Anxiety in Korean and Their Native Language and Anxiety Factors
Chapter 6: Factors Causing Reading Anxiety in Beginner Korean Learners

Part 2: Research for Academic Writing

Chapter 1: Paraphrasing Education for International Undergraduate Students' Academic Writing
Chapter 2: The Effects of Rewriting Education for International Undergraduate Students
Chapter 3: Comparing the Effectiveness of Paraphrasing and Summarizing Instruction for International Undergraduate Students

In second language learning, learner variables have been the subject of interest to many researchers along with environmental and instructional variables.
Among these, affective factors such as values, attitudes, anxiety, and motivation have a significant impact on the learner's learning process and results, so the learner's affective factors need to be appropriately controlled in second language learning.
It is natural for learners to feel anxious when learning a new language.
The foreign language anxiety felt by learners can be divided into communication anxiety, test anxiety, and anxiety about negative evaluation.
These anxieties have been known to negatively impact learners' language performance.
However, anxiety that is not excessive can also act as a factor that promotes learning.


The reading anxiety experienced by international undergraduate students, which is highlighted in this book, is the anxiety most frequently experienced by international students engaged in academic activities.
For international undergraduate students, reading activities form the basis of all academic activities.
Considering the academic environment where international undergraduate students gather information necessary for their studies through reading and produce it using other language skills, reading anxiety can be a factor that significantly affects their language and academic performance.
Additionally, advanced learners, as learners who have little difficulty using Korean, may be influenced by affective factors at a different level than beginner-intermediate learners.
In this respect, it may be of practical help to learners to investigate the reading anxiety factors of foreign undergraduate students who speak Korean at an advanced level, and which reading anxiety factors are more affected by the upper, middle, and lower anxiety groups, and to what extent.


This study began with an interest in the defining factor of reading anxiety felt by a growing number of international undergraduate students.
Cognitive factors such as learning strategies and types may have a more direct impact on academic activities than affective factors.
However, for learners who have a clear learning goal and little difficulty using the foreign language, the influence of affective factors may be greater.
This study, which began with this point in mind, is significant in that, unlike previous studies, it was conducted by designating foreign undergraduate students with advanced language skills as learners in terms of their characteristics, language level, and learning environment.
This is because the results can have a direct impact on the educational environment for international undergraduate students for whom reading activities are essential.
It can also be said to be a novel attempt in that it attempted to examine in detail which anxiety items affect overall anxiety.