Pre-service EFL teachers’ expression of uneasiness and anxiet
Article Sidebar
Main Article Content
Abstract
Language learning anxiety is a reoccuring phenomenon in language learning because of its sensitivity to impart language learning and teaching. From this perspective, the present study investigates the language anxiety level of EFL pre-service teachers in an international university in North Cyprus. The participants were from different countries (e.g. Turkey, Russia, Germany, Iran etc.) in undergraduate English language teaching programme. Horwitz’s, Foreign Language Classroom Anxiety Scale and a set of semi-structured interview questions were administered. The results of the study reveal that pre-service EFL teachers experience foreign language anxiety. Based on the findings of this study, several teaching implications could be considered for teacher education. For example, support and empathy is needed for future language teachers in foreign language context since they are also susceptible to language anxiety like foreign language learners. Through this, pre-service teachers will be able to cope with, if not totally eliminate their foreign language anxiety prior to their teaching career.
Keywords: Foreign language anxiety, pre-service teachers’ anxiety, teacher education; FLCAS, teacher anxiety.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).