This study aims to develop and validate a foreign language enjoyment and classroom anxiety scale specifically designed for Vietnamese learners of Korean. Based on the Foreign Language Enjoyment Scale (FLES) and the Foreign Language Classroom Anxiety Scale (FLCAS), this study adapts the items to better reflect the affective experiences of Vietnamese learners, leading to the development of the Korean Language Enjoyment Scale for Vietnamese Learners (KLES-V) and the Korean Language Classroom Anxiety Scale for Vietnamese Learners (KLCAS-V). The first phase involved a survey with 334 Vietnamese learners of Korean, incorporating both quantitative responses and qualitative data collected through an open-ended question. In the second phase, a revised version of the scale was administered to 74 learners. Through survey analysis and expert reviews, the study identified limitations in directly translating the existing scales. To address these issues, the scale was modified, and its reliability and validity were verified. The results revealed that learners generally experienced enjoyment in classroom activities and cultural engagement but exhibited significant anxiety related to peer comparisons and assignment performance. This study contributes to a more precise measurement of the affective experiences of Vietnamese learners of Korean by developing and empirically validating a contextually appropriate scale. The findings provide a valuable foundation for designing educational interventions aimed at fostering positive emotions and alleviating classroom anxiety among Korean language learners. (Kyung Hee University)