The primary aim of this paper was to investigate the relationship between videoconference teaching with native teacher and elementary school students` language skills (listening, writing, reading, speaking), and to analyze the relative effects of the former variable with vocabulary abilities. In addition, the students` affective questionnaires were examined. The research subjects consisted of 132 students sampled from D elementary schools. This study was conducted with the analysis of a pre-test and a post-test. In order to investigate the overall results of the tests and questionnaires, this study calculated means and standard deviations in the independent sample t-test using statistical methods made by SPSSWIN Ver.18.0. The major findings of this research were: (a) video-conference teaching with native teacher was found to be a good method for improving listening and reading among four language skills; (b) video-conference teaching with native teacher had a positive influence on students` English vocabulary ability; (c) In terms of affective domains, video-conference teaching with native teacher had some affirmative effects. (Seowon Elementary School).