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This study explores the effects of a cyber home learning program applied to the students on their English skills and affective domains by the homeroom teacher. Twenty-five 5th grade students from an elementary school located in Incheon participated in the study. English contents of the 5th grade level from ‘Incheon e-School’, a cyber home learning program operated by Incheon City, were utilized for the study. The data from the responses to the questions about affective domains, pre- and post-examinations, teacher’s notes, students’ learning logs, and the responses in the interview conducted with an English-speaking native teacher have been analyzed to investigate the effects of the program on the students. Findings from the study are as follows. First, English cyber home learning program made a positive contribution to enhancing students’ English skills especially in reading. Second, it also made a positive contribution to students’ affective domains, especially in increasing the students’ eagerness on the English study. Last, the program managed by the homeroom teacher aided students with their successful cyber home learning. Based on the results, some suggestions are made for the further effective operations of the English cyber home learning program.