Nonnative EFL Teachers’ Speaking Anxiety: Post-Communist Country Context

Kráľová, Zdena; Tirpáková, Anna

doi:10.1177/2158244019846698

Cited by 12 publications

(13 citation statements)

References 36 publications

(43 reference statements)

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“…Other main sources of EFL student teachers’ anxiety were student profiles, teaching procedures, under-preparation, and classroom management (Machida, 2015; Merç, 2011). Kralova and Tirpakova (2019) also found that non-native teachers’ English-speaking anxiety increased with age.…”

Section: Literature Reviewmentioning

confidence: 80%

“…The study further revealed that FLA hindered the participants from using English and language-intensive teaching practices. Kim and Kim's (2004) study of Korean elementary and middle school EFL teachers showed that the most predominant source of teaching anxiety was inadequate proficiency in English, followed by limited confidence, limited knowledge of linguistics and education, inadequate class preparation and comparison with native teachers, partially supported in subsequent research (Kralova & Tirpakova, 2019). Other main sources of EFL student teachers' anxiety were student profiles, teaching procedures, under-preparation, and classroom management (Machida, 2015;Merç, 2011).…”

Section: Teaching Anxietymentioning

confidence: 96%

“…As reviewed, a multitude of studies have been done on anxiety in teachers of various backgrounds (Cheung & Hui, 2011;İpek, 2016;Kim & Kim, 2004;Merç, 2011), most of which target elementary-middle school students and/or pre-service student teachers. Comparatively, fewer studies have been investigated on anxiety experienced by non-native SL/FL teachers (Horwitz, 1996(Horwitz, , 2008Kralova & Tirpakova, 2019;Tum, 2014). Thus, SL/FL teachers' FLA is still a much under-explored area (Tum, 2014).…”

Section: Research Questionsmentioning

confidence: 99%

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Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

Liu

2021

SAGE Open

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This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.

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Section: Literature Reviewmentioning

confidence: 80%

Section: Teaching Anxietymentioning

confidence: 96%

Section: Research Questionsmentioning

confidence: 99%

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Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

Liu

2021

SAGE Open

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“…Numerous studies have been done on EFL learners’ apprehension in language learning contexts (e.g., Guo et al, 2018 ; Lubis, 2020 ; Aslan and Thompson, 2021 ; York et al, 2021 ). Given that teacher apprehension is regarded as one of the negative affections in educational contexts ( Frenzel, 2014 ), few investigations have been done on this issue in EFL contexts (e.g., Kralova and Tirpakova, 2019 ; Ghanizadeh et al, 2020 ; Goldast et al, 2021 ). Kyriacou (2001) defined apprehension as the future-based anxiety and stress which occur in unpleasant specialized contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

2022

Front. Psychol.

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This review strives to illuminate the related studies on the effect of English as a Foreign Language (EFL) teachers’ positive and negative emotions on their work engagement. The negative correlations among teachers’ boredom, apprehension, shame, frustration, and work engagement have been confirmed in the review of the literature. Furthermore, few studies have validated the effect of teachers’ positive emotions, such as enjoyment and pride, on their work engagement in educational contexts. The studies showed that some factors, such as teacher self-efficacy, teacher self-sufficiency, increased academic challenges, and ambiguity in educational contexts, can mediate the relationship between teachers’ negative emotions and work engagement. The review of literature has emphasized the mediating role of growth mindset in the relationship between teachers’ positive emotions and work engagement. To improve the language teaching quality, the pedagogical implications are explained in the end. Some suggestions for further research are provided to expand the literature about teachers’ emotional variables.

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“…To decrease the stress or anxiety in speaking skill are needed methods to handle it because anxiety can appear from the students' feeling and insecure to speak with people. One of the methods is involving social media as a tool whenever and wherever the students' wants and needs [4].…”

Section: Introductionmentioning

confidence: 99%

Instructional Material Based on WhatsApp for Speaking Classroom in Private University: A Need Analysis

Wahid¹,

Sudibyo²,

Hardianti³

2021

asels2021

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In teaching and learning, instructional material is important in need analysis for the students Need analysis is the way to know the necessities, lacks, and wants in the environment. The objective of the research is to know the characteristic of need analysis in instructional material based on Instagram for speaking classroom in Private University.The sample of this study is the students in Universitas Muhammadiyah Luwuk Banggai, there are 20 students in speaking classroom. The data obtained fromthe questionnaire and interview which based on google form and conversation between the students and lecturer. The result of this study shows that the characteristics of need analysis of students in speaking classroomat Universitas Muhammadiyah Luwuk Banggai which consists of materials covers of speaking through WhatsApp, some quizzes are implemented, the material touches of technology, the material is provided by grammar, vocabularies, spelling, pronunciation, answer key, review, and conclusion. Based on the findings, it concludes that need analysis is important for instructional material by using WhatsApp in speaking classroomto know the necessities, lacks, and wants. Hopefully, this study can be a contribution to learning and teaching material in speaking classroom for the technology acceptance for the students and lecturer

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Nonnative EFL Teachers’ Speaking Anxiety: Post-Communist Country Context

Cited by 12 publications

References 36 publications

Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers

Reviewing the Effect of English as a Foreign Language Teachers’ Positive and Negative Affectivity on Their Work Engagement

Instructional Material Based on WhatsApp for Speaking Classroom in Private University: A Need Analysis

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