The purpose of the present study is to explore how L2 learners at university level feel about taking the same course again in retaking TOEIC-based English class. In addition, how those affective orientation such as attitudes, motivation, or anxiety influence learners` language achievement is examined at a university in Chungnam-province. Data for this study consist of responses in a questionnaire completed by 136 college students learning English a half way through the course. The questionnaire was based on modified Gardner`s AMTB, which measures L2 learners` attitudinal and motivational orientation. It elicits the students` perceptions of four affective factors in this study; ``Attitudes toward the Learning Situation``, ``Motivation to learn``, ``Language Anxiety``, and ``Instrumentality``. The findings indicate that over fifty of the students were indifferent toward the learning situation and motivation to learn. On the contrary, majority out of 136 students had high degree of criterion, automated error-correction programLanguage Anxiety`` and ``Instrumentality``. In gender variation, no remarkable difference was found in overall disposition of the four affective factors. However, the micro analysis of each scale showed that female students had higher ``Language Anxiety`` and ``Instrumentality`` relative to male students. This affective orientation was positively related to the final language achievement which showed females were more successful relative to males. (Dankook University).