Factor Structure and Experiential Patterns of Korean Speaking Anxiety among Vietnamese Learners

Abstract

This study examines the factor structure and experiential patterns of Korean speaking anxiety among Vietnamese learners. Survey data from 700 Vietnamese learners studying at Korean language institutions in Vietnam and Korea were analyzed, and semi-structured interviews were conducted with ten learners. Exploratory factor analysis, reliability analysis, and descriptive statistics were applied to the survey data, while the interview data were analyzed using the factors identified in the quantitative analysis. Five factors were identified: anxiety related to insufficient practice, preparation, and unfamiliar topics; second-language classroom anxiety; anxiety concerning mistakes, evaluation, and comparison; teacher-related anxiety; and anxiety arising from classroom presentations and oral participation. Teacher-related anxiety showed the highest mean score (M=4.02). The interviews also revealed that repeated error correction, difficulty understanding the teacher, unexpected nomination, and classroom presentations were major sources of anxiety. These findings suggest the need for carefully timed feedback, sufficient preparation time, and progressively structured speaking activities.