Ceren Keleş is an undergraduate student in the ELT Department at Kahramanmaraş Sütçü İmam University, Türkiye. She shares her experience as a sophomore and a pre-service teacher writing her first article on a topic that concerns pre-service teachers like herself. Email: ogr.cerenkeles@gmail.com

 

Introduction

It is an undeniable fact that everyone has feelings of anxiety in their life. Anxiety refers to a negative emotional response caused by worry (Dörnyei & Ryan, 2015). Danner (2014) defines anxiety as an unsettled feeling of fear which can cause stress. It is an unresolved fear that can cause stress unless it is dealt with. Anxiety has some negative sides. According to Danner (2014), anxiety is a condition that is frequently encountered especially during teaching practice, and affects success. Anxiety can cause teachers to be unable to control the classroom and make them feel inadequate. Anxiety also plays an important role in pre-service teachers' inability to transfer theoretical knowledge into practice. Dörnyei & Ryan (2025, p. 177) states that anxiety has positive as well as negative aspects. For instance, there are associations between anxiety and enjoyment. It is claimed that the idea that enjoyment is low when the anxiety level is high or that enjoyment increases when the anxiety level is low is too simplistic. Instead, as these two emotions interact with each other, it can, for example, be said that an anxious person carries out his duties more carefully than a non-anxious person.

Can (2019) suggests distinguishing between cognitive, affective, and socio-cultural factors contributing to foreign language teaching anxiety (FLTA). Cognitive factors refer to the mental process that affects numerous pre-service English teachers. Affective factors refer to emotional aspects that influence the teaching process. In addition, socio-cultural factors refer to the influence of social and cultural context in the teaching process.

Indeed, like many other pre-service EFL teachers, I too experience the anxiety of teaching a foreign language. The anxiety I experience while teaching a foreign language negatively affects my effectiveness. During micro-teachings, I am affected by both cognitive, affective, and socio-cultural concerns. As an example, I have difficulty transferring the theoretical knowledge we learn in classes into practice. I think this difficulty stems from inexperience. In addition, the feeling of inadequacy in my teaching in front of my teachers causes anxiety. Fear of negative evaluation and making mistakes negatively affects my effectiveness while teaching.

Anxiety has received considerable attention in foreign language education because it plays a crucial role and has undeniable impacts on the teaching and learning process (Han & Aybirdi Tanrıverdi, 2019). Whereas many studies have been conducted on the anxiety experienced in learning a foreign language, there is less research on the anxiety experienced in teaching a foreign language in the context of pre-service education (Li et al., 2023). Based on the need to focus more on anxiety experienced by pre-service language teachers, I attempt to review recent research on foreign language pre-service teacher anxiety in this paper.

 

The study

The aim of this study was to review recent studies on English language pre-service teachers’ anxiety. For this reason, I searched the literature on Google Scholar using the terms “anxiety”, “foreign language teaching”, and “pre-service teacher". The search was carried out for the period 2019-2023. The references were manually examined and those that dealt with English language teaching were included in the analysis. Studies that did not fit this rather narrow field were excluded from the analysis. Then, the following components of the articles were examined:

• participants and contexts

• data collection procedures

• research purpose

 

Results

Table 1 presents the studies examined and provides information on the study, participants and context, data collection procedures, and research purpose.

Table 1: Studies on Foreign Language Teaching Anxiety

Due to the potential harm anxiety can do to students' performance, it has been acknowledged as an important emotional variable and subject of research in the fields of second language acquisition and foreign language learning (Can, 2019).  Studies on anxiety that are published in the literature generally focus on anxiety in learning a foreign language. For instance, Horwitz & Cope (1986) and Williams and Andrade (2008) were among the researchers who introduced the concept of foreign language teaching anxiety (FLLA) and investigated the reasons. In their research, they argued that FLLA has a significant effect on language learning and that ways to reduce these effects should be investigated. Although there is a lot of research on FLLA, FLTA is also a very important issue, and little research has been done on this subject. For instance, Merç (2015) is one of the current researchers who gives importance to FLTA. In his study, the anxiety experienced by pre-service teachers was associated with self-efficacy. Han & Tulgar (2019) claimed that being monitored by a mentor, fear of not being able to answer students' questions, and feelings of inadequacy may also be important factors affecting FLTA.

In another study (Kobul & Saraçoğlu, 2020), data collected from 30 in-service and 60 pre-service English teachers in two northern cities of Türkiye was examined through quantitative data. The result indicated that whether they are pre-service or in-service teachers, they experience FLTA. Another study (Güngör & Yaylı, 2012) researched the self-efficacy and anxiety of a group of pre-service English teachers using two different scales, the Teachers' Sense of Efficacy Scale, and the Foreign Language Teaching Anxiety Scale. The result revealed that even though teachers consider themselves competent in their field, they experience anxiety about their level of English and understanding and speaking a foreign language. Another important research (Can, 2018) aimed to investigate the factors that trigger students' anxiety while trying to teach a foreign language during teaching practice. The result revealed that, among 25 pre-service ELT teachers, 18 of them stated that they thought negatively about teaching practice. They also stated that they were worried because they were seen as inexperienced by the students and were not respected, and they had no idea how to manage the lessons. Farhadi (2021) aimed to research FLTA. The results of the study showed potential causes of FLTA and its relationship with gender, experience, and self-efficacy.

Özcan (2021) aimed to see teaching anxiety from the teacher's perspective, examine its causes, and look for ways to reduce it. Twenty pre-service teachers enrolled in a teacher education program at a state university in Central Anatolia/Türkiye participated in the research. The results revealed that there are three types of anxiety experienced by pre-service teachers: self-centred, task-centred, and student-centred. Each category contains different reasons, such as lack of experience, feeling of inadequacy, and lack of opportunity. In another research (Novitasari & Murtafi’ah, 2022), it is aimed to search for the sources of anxiety experienced by pre-service teachers whose native language is not English while teaching a foreign language and ways to cope with it. The results show that the causes of anxiety are lack of experience, fear of mistakes, lack of motivation, etc. Furthermore, this research offers alternative advice for coping with anxiety.

Hsu (2022) researched the concerns of pre-service English teachers at a university in China. Seventy-four pre-service English teachers participated in this research. The results revealed that the most common concern of pre-service teachers was communication. Permatasari, Mulyono & Ferawati (2019) investigated the factors of anxiety experienced by pre-service teachers while teaching English as a foreign language during their practicum in primary and secondary schools in Indonesia. The findings of the study showed that this anxiety stemmed from the fear of not being able to answer students' questions, the feeling of inadequacy, students' attitudes, teachers' dislike of teaching, and career uncertainty.

Another research (Türkmen, 2019) aimed to investigate the factors that trigger anxiety and ways to cope with it. Furthermore, the ideas of in-service and pre-service teachers in Balıkesir contributed to this research. The results showed that the factors that trigger FLTA are divided into three: cognitive, affective, and socio-cultural. Saidi & Arefian (2023) aimed to explore the language teaching anxiety of in-service and pre-service teachers. The analysis results showed that there was a negative relationship between teachers' interpersonal intelligence and their language teaching anxiety. It was also emphasised that pre-service teachers should be given training aimed at making them more conscious individuals to cope with this anxiety. Lastly, in another research (Li’, Xie’ & Zeng’, 2023), it was aimed to investigate whether foreign language teaching practices affect anxiety by using the Foreign Language Teaching Anxiety Scale (FLTAS) and a semi-structured interview. The results revealed that pre-service teachers experience high levels of teaching anxiety, and this anxiety stems from fear of criticism, low self-confidence, and inexperience.

 

FLTA-provoking factors and strategies to overcome FLTA

Based on the review of the studies, and following Can’s (2019) categorization, FLTA can be comprehended as formed by three groups of factors, which can be addressed strategically.

According to cognitive factors, many pre-service English teachers have difficulties in transferring theoretical knowledge into practice. The fear of not being able to transfer theoretical knowledge that was learned in the faculty into practice causes FLTA, and this anxiety reduces the effectiveness of teaching. Furthermore, individual differences among students are another factor that triggers FLTA. These differences among students make everything more difficult. Because students’ learning speed, previous experiences, and abilities have a critical impact on the teaching process. I believe that one of the biggest problems of pre-service English teachers is inexperience. They experience anxiety in teaching practicum because of a lack of experience. It is necessary to have sufficient experience to deal with problems in the classroom environment and ensure effective classroom management. Another crucial factor is language proficiency level. Teachers’ language proficiency levels play an important role in teaching foreign languages. Having problems in teaching the language correctly to students can cause anxiety. Additionally, not being able to use time efficiently during teaching practicum and not being able to complete the subjects on time may cause them to worry. Not being able to proceed as planned causes pre-service teachers to experience anxiety and reduces motivation.

Based on affective factors, pre-service English teachers experience anxiety about being negatively evaluated by their advisors and students during teaching practicum. Especially the thoughts of not being able to answer students' questions and feeling inadequate negatively affect teachers. Moreover, self-esteem is also very important. When pre-service teachers do not trust themselves and doubt their competence, they may experience anxiety and difficulties in their teaching practicum. Pre-service teachers also fear making mistakes because they do not trust themselves. They are worried about giving incorrect information to students and making mistakes during their teaching practicum. When pre-service English teachers are considered as models for students to use foreign language, it can be seen how important this issue is. Another factor that triggers anxiety is students’ attitudes towards pre-service teachers. Students’ negative attitudes towards pre-service teachers can reduce teachers’ motivation and affect their self-confidence. Finally, pre-service teachers may experience anxiety due to the fear of losing students’ interest in the classroom. This anxiety may increase if materials in the lesson do not attract students' attention.

In the socio-cultural factors, the last factor that triggers FLTA is classroom management. There may be students from different social environments and cultures in the classroom in social and cultural contexts. Because of these differences, students’ behaviours towards the teacher may change. The teacher can experience anxiety while balancing differences.

There are some strategies to overcome FLTA Pre-service English teachers should adopt various strategies to improve their communication skills. Effective communication is one of the important ways to overcome FLTA. It is also undeniable the fact that improving English proficiency levels is crucial for pre-service English teachers. They should constantly improve themselves by using many different materials and applications. Moreover, preparing a lesson plan beforehand and coming to class planned can reduce FLTA. Creating an understandable learning environment is another factor that reduces anxiety. Pre-service teachers should speak slowly according to the students' levels so that students can understand. They also should know the interests and needs of the students. In this way, they will not experience anxiety when they encounter an unexpected situation. Additionally, creating a friendly, non-threatening, and encouraging classroom environment plays an important role in coping with FLTA. A warm classroom environment should be created by using positive language towards students, giving praise, and encouraging students. Pre-service teachers need to inform students about classroom rules and expectations in advance. In this way, even if there are students from different social and cultural backgrounds, they will be able to comply with the classroom rules. Lastly and most importantly, knowing that feeling anxious is normal. Pre-service English teachers should know that it is normal for students and themselves to experience anxiety and should look for strategies to cope with this situation.

 

Conclusion

This current study was conducted to investigate the level of FLTA, factors that trigger FLTA, and coping strategies experienced by pre-service English teachers, who are primarily non-native English speakers, during teaching practice. The results showed that most pre-service English teachers felt anxious during teaching practice. Factors that trigger FLTA were classified as cognitive, affective, and socio-cultural. It has been determined that the factors that trigger FLTA are lack of experience, lack of language proficiency, time management, difficulty in transferring theoretical knowledge into practice, fear of evaluation, fear of mistakes, students' attitudes, and classroom management. This study also revealed strategies for coping with FLTA. It is suggested that pre-service English teachers can cope with FLTA by learning how to improve their communication, not being content with little knowledge but constantly improving themselves, coming to classes prepared, and considering the student's needs. Furthermore, creating a non-threatening learning environment, knowing the strategies that will attract the student's attention to the lesson, and informing the students about the classroom rules will make it much easier to cope with FLTA. The last and most important point is to recognize the fact that anxiety is a common emotional response.

 

References

Can, D. T. (2019). The reflections of pre-service EFL teachers on overcoming foreign language teaching anxiety (FLTA) during teaching practicum. Journal of Teaching English for Specific and Academic Purposes, 6(3), 389-404. https://doi.org/10.22190/JTESAP1803389C

Danner, R. B. (2014). Student teachers’ perceptions of sources of teaching practice-related anxieties. Journal of Teaching and Teacher Education, 2(1), 47-59. http://dx.doi.org/10.12785/jtte/020104

Dornyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited (1st ed.). Routledge. https://doi.org/10.4324/9781315779553

Farhadi, S. (2021). Research on foreign language teaching anxiety in the last decade: A review of studies in Turkish EFL context. Language Teaching and Educational Research, 4(1), 93-106. https://doi.org/10.35207/later.891540

Güngör, F., & Yaylı, D. (2012). Self-efficacy and anxiety perceptions of pre-service EFL teachers. In A. Akbarov & V. Cook (Eds.), Approaches and methods in second and foreign language teaching (pp. 227-236). IBU Publications

Han, T., & Aybirdi Tanrıverdi, N. (2019). Turkish EFL students’ perspectives regarding responsibilities in reducing foreign language classroom anxiety (pp. 115-126). In D. Köksal (Ed.). Researching ELT: Classroom Methodology and Beyond. Peter Lang.

Han, T., & Tulgar, A. T. (2019). Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish elementary school context. Gist: Education and Learning Research Journal, 19, 49-83. https://doi.org/10.26817/16925777.802

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317

Hsu, C. (2022). Analysis of English learning anxiety of English pre-service teacher education students in mainland China. English Language Teaching, 15(12), 1-88. https://doi.org/10.5539/elt.v15n12p88

Kobul, M. K., & Saraçoğlu, İ. N. (2020). Foreign language teaching anxiety of non-native pre-service and in-service EFL teachers. Journal of History Culture and Art Research, 9(3), 350-365. http://dx.doi.org/10.7596/taksad.v9i3.2143

Li, Q., Xie, Z., & Zeng, G. (2023). The influence of teaching practicum on foreign language teaching anxiety among pre-service EFL teachers. SAGE Open, 13(1), 21582440221149005. https://doi.org/10.1177/21582440221149005

Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre-service EFL teachers. The International Journal of Research in Teacher Education, 6(3), 40-58. https://dergipark.org.tr/en/download/article-file/90284

Novitasari, K., & Murtafi'ah, B. (2022). EFL pre-service teacher’s teaching anxiety and the coping strategies during teaching practicum. Journal of English Education and Teaching, 6(3), 310-326. https://doi.org/10.33369/jeet.6.3.310-326

Özcan, B. (2021). Exploring teaching anxiety and its sources from the perspectives of pre-service teachers (Master's thesis). Middle East Technical University, Ankara.

Permatasari, D., Mulyono, H., & Ferawati, F. (2019). Investigating the contributing factors to teaching anxiety during teaching practicum: A Case of Indonesian pre-service EFL Teachers. Indonesian Research Journal in Education, 236-248. https://doi.org/10.22437/irje.v3i2.7422

Saidi, M., & Arefian, M. H. The interface between language teaching anxiety and personal intelligences among pre-service and in-service EFL teachers. https://doi.org/10.52547/ieepj.5.1.87

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Türkmen, Ş. (2019). A taxonomic study of foreign language teaching anxiety among pre-service and in-service teachers of English (Master's thesis). Balıkesir University.

Williams, K. E., & Andrade, M. R. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5(2), 181-191. http://e-flt.nus.edu.sg/v5n22008/williams.pdf

 

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