This article argues that nonnative preservice teachers are just as susceptible to foreign language anxiety as are inexperienced language learners, a claim carrying important implications for the EFL classroom. The results of the study described in this article indicate that anxious preservice teachers experience significant levels of language anxiety to a degree that may cause them to avoid using the target language and language‐intensive teaching practices in their classrooms. The article also proposes steps toward helping preservice teachers cope with and hopefully overcome their language anxiety.

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