English Speaking Anxiety in South Korean Universities: Root Sources of Apprehension and Practical Resolutions

Clute International Education Conference, San Francisco, California, USA · Aug 2018

This conference presentation examined the underlying causes of communicative anxiety among South Korean university students learning English as a foreign language. It explored how fear of mistakes, limited speaking exposure, classroom dynamics, and performance pressure can reduce learner confidence and willingness to communicate.

The presentation also highlighted practical instructional strategies to reduce speaking apprehension, including supportive feedback practices, structured speaking tasks, and classroom design approaches that make students feel safer using English. The goal was to help educators create more confident, communicative, and learner-centered language environments.

The Silent Language Learner: The Causes of and Solutions for Communicative Anxiety in English Language Classrooms

Cambodia TESOL International Conference, Phnom Penh, Cambodia · Feb 2018

This presentation explored why some language learners remain silent or reluctant to participate in English language classrooms, with a focus on the role of communicative anxiety in limiting oral language development. It examined the emotional, social, and instructional factors that contribute to learner hesitation and reduced classroom participation.

The session also presented practical teaching solutions to lower anxiety and encourage more active engagement, including supportive facilitation techniques, confidence-building activities, and classroom practices that normalize risk-taking and gradual speaking development.

Speaking Anxiety in English as a Foreign Language (EFL) Classrooms: Root Causes and Effective Teaching Methodologies

Cambodia TESOL International Conference, Phnom Penh, Cambodia · Feb 2017

This presentation investigated the root causes of speaking anxiety in EFL classrooms and the ways it interferes with learner confidence, participation, and language development. It focused on common triggers such as fear of negative evaluation, error sensitivity, lack of speaking practice, and classroom pressure.

The presentation also shared effective teaching methodologies for reducing anxiety, improving learner comfort, and strengthening oral participation. Emphasis was placed on instructional practices that build confidence while supporting meaningful language use in the classroom.

Scared to Speak: Underlying Elucidations that cause Communicative Anxiety among South Korean Tertiary EFL Students

Clute International Education Conference, New York, New York, USA · Aug 2015

This presentation examined the underlying causes of communicative anxiety among South Korean university-level EFL learners and how that anxiety affects speaking performance, classroom interaction, and language confidence. It explored the psychological and contextual influences that contribute to apprehension when students are asked to communicate in English.

The session also offered instructional implications for educators seeking to reduce anxiety and support more confident language use. By identifying the root causes of speaking apprehension, the presentation aimed to help teachers design more supportive, effective, and participation-friendly learning environments.

The Path to English Literacy: Analyzing Elementary Sight Word Procurement using Computer Assisted Language Learning (CALL) in contrast to Traditional Methodologies

Clute International Education Conference, San Francisco, California, USA · Aug 2014

This conference presentation compared the effectiveness of Computer Assisted Language Learning (CALL) and traditional teacher-led instruction in supporting elementary sight word acquisition in English as a foreign language contexts. It explored how different instructional approaches influence learner comprehension, acquisition, and motivation.

Findings suggested that both methods supported literacy development, while CALL demonstrated stronger associations with learner engagement and motivation. The presentation contributed to discussions on technology integration, early literacy, and evidence-based language instruction for young learners.

The Pragmatics of Korean University Practical English Composition: Current Deficiencies, Preferred Genres, and Effective Learning Strategies

Cambodia TESOL International Conference, Phnom Penh, Cambodia · Feb 2014

This presentation explored the teaching of practical English writing in Korean university contexts, focusing on current instructional gaps, learner needs, and the importance of genre relevance in writing development. It examined how writing courses can better align with real-world communication goals and student expectations.

The session also discussed preferred genres, learner perceptions, and effective strategies for improving motivation, authenticity, and practical writing performance. The goal was to support more relevant and learner-centered approaches to English composition instruction.

Decreasing Communicative Anxiousness in the Classroom: Effective Teaching Strategies that Alleviate Speaking Apprehension among Elementary Korean EFL Learners

Cambodia TESOL International Conference, Phnom Penh, Cambodia · Feb 2013

This presentation focused on communicative anxiety among elementary Korean EFL learners and the instructional challenges it creates for language development, confidence, and classroom participation. It examined how early speaking apprehension can affect willingness to communicate and long-term oral skill growth.

The presentation also outlined practical teaching strategies to reduce anxiety in young learners, including supportive classroom routines, age-appropriate speaking tasks, and feedback practices that encourage participation without increasing fear of mistakes.

Dolch Sight Word Acquisition and Motivational Variances when Comparing CALL and Traditional Teaching Methods in the Primary EFL Classroom

Korea Association of Primary English Education International Conference, Seoul, South Korea · Jan 2013

This presentation examined how Computer Assisted Language Learning (CALL) and traditional instruction influenced Dolch sight word acquisition among primary EFL learners. It focused on both learning outcomes and motivational differences between technology-supported and teacher-led instructional approaches.

The findings showed that both approaches supported word acquisition, while CALL demonstrated stronger links to student motivation and engagement. The presentation contributed to conversations on literacy development, instructional design, and the effective use of educational technology in primary language classrooms.

Pragmatism and Practical English Writing Courses within South Korean Universities

Thailand TESOL International Conference, Khon Kaen, Thailand · Jan 2013

This presentation explored the need for more practical, relevant, and learner-centered English writing instruction in South Korean universities. It examined how writing courses can better reflect authentic communication needs rather than focusing only on abstract or overly academic writing tasks.

The session highlighted the importance of genre relevance, student motivation, and real-world applicability in course design. It offered strategies for making university writing instruction more useful, engaging, and aligned with learner goals and future workplace communication needs.

Dolch Sight Word Acquisition and Motivational Variances when Comparing CALL and Traditional Teaching Methods in the Primary EFL Classroom

Korea Association of Primary English Education (KAPEE) – Conference Proceedings · Jan 19, 2019

Abstract – This study compared Computer Assisted Language Learning (CALL) and traditional teacher-led instruction in teaching Dolch Sight Words to Grade 6 EFL learners in South Korea.

Both methods improved sight word acquisition, but CALL showed a stronger relationship with student motivation and engagement. The study highlights how technology-supported instruction can strengthen elementary language learning when used intentionally.

The Effects of Integrating Conversation Questions and Timed Focused Freewriting on EFL Writing Fluency Development

Humanizing Language Teaching (HLT) Journal, 20(3) · Jun 1, 2018

Abstract – This study examined whether combining conversation questions with timed focused freewriting could improve writing fluency among university EFL learners in South Korea.

Results showed positive gains in the amount students were able to write over time, suggesting that structured speaking and writing activities can work together to improve fluency, confidence, and classroom writing performance.

Fear of Making Mistakes and EFL Speaking Anxiety

Humanizing Language Teaching (HLT) Journal, 18(6) · Dec 1, 2016

Abstract – This article explores how the fear of making mistakes contributes to speaking anxiety in English as a Foreign Language classrooms.

It identifies why students become hesitant to speak and outlines practical teaching strategies that can reduce anxiety, build confidence, and create a safer environment for language production and participation.

Error Management in the Language Classroom

International Association of Teaching English as a Foreign Language (IATEFL) Voices, 241(6) · Dec 1, 2014

Abstract – This article examines the role of error correction and feedback in language learning, focusing on how teachers can respond to learner mistakes in productive and supportive ways.

It explores when correction is helpful, how it should be delivered, and which approaches best support language growth without discouraging learner participation or risk-taking.

Overcoming Apprehension: How to Become a More Confident English Speaker

The Argus, 466(7) · Nov 1, 2014

Abstract – This article explores why many Korean university students experience high levels of speaking apprehension when learning English as a foreign language.

It offers practical strategies to help learners build confidence, reduce anxiety, and improve speaking performance through increased exposure, practice, and more supportive classroom experiences.

The Path to English Literacy: Comparing Elementary Dolch Sight Word Instruction using Computer Assisted Language Learning (CALL) in Contrast to Traditional Methodologies

Journal of Teaching English with Technology (TEwT), 14(3) · Mar 1, 2014

Abstract – This study compared technology-supported CALL instruction with traditional classroom teaching for elementary Dolch Sight Word learning in South Korea.

Findings showed that both methods supported learning, while CALL demonstrated stronger effects on motivation and engagement. The research contributes to effective literacy instruction in EFL environments.

The Evolution of South Korean English Language Testing: Analyzing the Innovative National English Ability Test (NEAT)

International Association of Teaching English as a Foreign Language (IATEFL) Voices, 236(1) · Jan 15, 2014

Abstract – This article analyzes South Korea’s proposed National English Ability Test (NEAT) and its potential to reshape English language assessment.

It examines the limitations of existing standardized testing and considers how NEAT could influence curriculum, teaching practices, and the broader future of English education in Korea.

The Pragmatics of Korean University EFL Composition: Current Deficiencies, Preferred Genres, and Effective Strategies

International Journal of Foreign Studies, 6(2) · Nov 19, 2013

Abstract – This study examines the challenges of teaching practical English writing in Korean universities, with attention to learner needs, motivation, and genre relevance.

Drawing on student perspectives, it identifies gaps in current writing instruction and offers strategies for designing more authentic, useful, and engaging composition courses.

When Two Languages Collide: French Culture Assimilation and English as a Second Language (ESL) Instruction in Canada

Humanizing Language Teaching (HLT) Journal, 18(3) · Mar 1, 2013

Abstract – This article explores the relationship between language learning and cultural assimilation in Canada’s bilingual context, particularly for ESL learners navigating both English and French influences.

It argues that language development in bilingual environments is deeply connected to cultural understanding and that effective ESL instruction should account for this dual linguistic and cultural reality.

Scared to Speak: Underlying Elucidations that cause Communicative Anxiety among South Korean Tertiary EFL Students

Humanizing Language Teaching (HLT) Journal, 17(5)

Abstract – This study investigates the underlying causes of communicative anxiety among South Korean university EFL students.

It identifies recurring patterns that contribute to speaking apprehension and offers insights that can help educators reduce anxiety, improve confidence, and create more effective speaking-focused learning environments.

Speaking Anxiety in South Korean Classrooms

International Association of Teaching English as a Foreign Language (IATEFL) Voices, 248(1

Abstract – This article explores the causes and classroom impact of speaking anxiety among English language learners in South Korea.

It outlines how anxiety affects participation and skill development, and it presents practical teaching strategies to help learners feel more comfortable, capable, and willing to communicate in English.