With the impact of South Korean culture, more and more foreign students are studying abroad in South Korea. Most of these students are in the age of early twenties. Weak self-constraint ability of students in this age group, coupled with the students’ study of Korean for only four hours a day, means teachers must guide students to learn how to become more effective after school, a time that should develop the students’ self-learning ability. In order to foster students’ self-learning ability, a number of factors need to be considered. Affective factors in particular had a significant impact on the cultivation of self-learning ability. This article explores the correlation between Korean students’ affective factors and their self-learning ability. It submitted 3 research question on which the hypothesis was tested with the regression statistical methods. The results show that the learning attitude had the largest impact on developing self-learning ability than motivation and anxiety. Therefore, teachers in the classroom should encourage the students to take a correct attitude to enhance self-learning ability.