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Ku, Keong Yeun. “Benefits of Telecollaboration with Australian Peers: A Focus on Korean Primary School English Learners’ Affective Factors.” Studies in English Language & Literature. 40.1 (2014): 247-269. The study was designed to investigate whether telecollaboration with Australian peers influence on Korean primary school English learners’ affective factors, especially their English anxiety, motivation to learn English, and willingness to communicate in English. 52 Korean fifth graders participated in this study. They were twice asked to respond to the two same sets of questionnaires before and after the twelve 45-minute telecollaboration lessons with six different topics. The findings are (1) Korean primary school students decreased their English anxiety, and especially, the changes in their communication anxiety and test anxiety were statistically significant, while the decrease of their fear or negative evaluation anxiety of their English was not statistically significant. (2) They also increased their motivation to learn English, and especially, the level of their motivational intensity and desire to learn English significantly increased, while changes in their integrative as well as instrumental motivation were not statistically meaningful. Last, (3) their telecollaborative learning experiences failed to change the level of their WTC in English. The pedagogical implications and its limitations are also suggested. (Kyungnam University)