English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

Abstract

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

Analyzing Teaching Self-Efficacy Correlates in Virtual Education: A Gender-Driven Structural Equation Modeling Approach

“…The researchers used a 27-item questionnaire from Sari and Anwar (2021) to measure the online language teaching anxiety of preservice teachers. The questionnaire has five constructs: (1) Teaching Inexperience (items 1-5); (2) Self-perception of language proficiency (items 6-17); (3) Fear of negative evaluation (items 18-20); (4) Lack of student's interest (items 21-24); and (5) Difficulty with time management (items 25-27).…”

Transitioning into a Professional Teacher: EFL Preservice Teachers' Anxiety in Teaching Practicum

“…This interest crosses the boundaries of clinical psychology, the classroom, language classes, and more recently, foreign language classrooms (Kobul & Saraçoğlu, 2020;Li et al, 2023;Rani et al, 2022). a significant number of studies concentrated on the anxiety related to learning a foreign language, which is one of the important affective factors that may negatively affect people when learning a foreign language (Gorospe, 2022;Ismail et al, 2022;Novitasari & Murtafi'ah, 2022;Sari & Anwar, 2021). This feeling of anxiousness, which is a component of the affective filter, might discourage individuals from participating in a classroom (Djawamara & Listyani, 2021;Liu & Wu, 2021;Liu & Xiangming, 2019;Liu & Yan, 2020).…”

“…https://journal2.upgris.ac.id/index.php/eternal/ Further, for EFL preservice teachers who are not native English speakers, it could turn out even worse. EFL preservice teachers are constantly regarded as highly competent teachers in the future (Halim et al, 2021;Ma, Cavanagh, et al, 2022;Ma, Chutiyami, et al, 2022;Sari & Anwar, 2021), and since such, they may experience anxiety in light of professional obligations like speaking in front of students and providing authentic language examples. Their anxiety levels rise to such an extent that they are unable to use creative teaching strategies, and this turn interferes with the students' motivation and acquisition of a second language (Gorospe, 2022;Heikkola et al, 2022;Maher & King, 2022).…”

“…For instance, Ulfa and Sholah (2023) have explored the level of anxiety experienced by seventh-semester English students who are enrolled in teaching practicum. The study showed that they have perceived low to high anxiety levels, with some contributing factors such as a lack of teaching experience (Novitasari & Murtafi'ah, 2022), poor self-confidence, and limited vocabulary (Ulfa & Sholah, 2023) fear of receiving a poor grade, lack of enthusiasm from students, and a problem managing their time (Sari & Anwar, 2021). Djawamara and Listyani (2021) also found that instructional materials and lesson plans, as well as the methods used for conveying the content, become the source of their anxiety.…”

Analysis of Pre-Service Teacher’s Performance Viewed by Creativity and Self-Regulated Learning

“…It is difficult for PLP students since they must create learning sets to facilitate learning recovery after the pandemic. On the other hand, PLP students have certain anxieties, particularly when it comes to teaching, due to a lack of teaching experience, content proficiency, and time management skills (Sari & Anwar, 2021). In addition, they also have difficulty in doing various learning tasks and supervising the class, particularly if they are not accompanied by a teacher supervisor (Salviana et al, 2021).…”