This study searched for the relationship and its influence of affective factor on self-leadership in English learning. To find out any meaningful variables of self-leadership, the researcher analyzed other factors of learning achievement and learning interest, gender, and anxiety. A total of 280 college students in the English conversation and academic English classes participated in the survey. The questionnaires used in the research consisted of five parts: students’ background information, self-leadership, language anxiety, interest, and English learning achievement. Convenience sampling was used as the sampling method and the research was analyzed using T-test, Correlation and ANOVA. The findings of this study were as follows: (1) higher self-leadership showed higher achievement. (2) There was a correlation between interest and achievement in English learning. (3) Gender difference was not statistically significant with self-leadership and achievement. (4) Language anxiety did not show any statistically significant relationship to self-leadership and achievement. Based on the findings, the present study offers effective teacher education and the coaching program in EFL classroom.