Teaching English though English: Exploring Anxiety in Non-native Pre-service ESL Teachers

Yoon, Tecnam

doi:10.4304/tpls.2.6.1099-1107

Cited by 33 publications

(44 citation statements)

References 22 publications

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“…She argued that teachers' discomfort is likely to lead to students also believing they cannot use the language effectively. Teacher language anxiety also affects self-confidence and instructional choices, as shown in more recent research that provides support for Horwitz's contention (Machida, 2016;Tum, 2015;Yoon, 2012). Confidence, it seems, is bound up with a sense of professional self-efficacy, and increases in confidence can lead to more effective teacher agency in the classroom, a stronger sense of identity as a language teacher, and greater autonomy in making instructional decisions (Senior, 2012).…”

Section: Developing Classroom English Competencementioning

confidence: 77%

Developing Classroom English Competence Learning from the Vietnam Experience

Freeman¹,

Dréan²

2017

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Section: Developing Classroom English Competencementioning

confidence: 77%

Developing Classroom English Competence Learning from the Vietnam Experience

Freeman¹,

Dréan²

2017

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“…Having adequate preparation and planning is one of the professional coping strategies in reducing anxiety (as also suggested by Yoon, 2012). PTs in the FGD discussed the importance of preparation and planning.…”

Section: A Planning and Preparingmentioning

confidence: 93%

“…The PTs found out that anxiety results in restless movement, inability to sleep, and inability to speak smoothly. Based on previous studies, this feeling stems from several causes like confidence, pre-service teachers' language skills, preparation, lesson delivery, the situation or the condition of the students, evaluations, and classroom management (Yoon, 2012 andKim &Kim, 2004). The analysis revealed and discussed the frequencies of those anxiety indicators experienced by the PTs.…”

Section: Causes Of Pts' Anxietymentioning

confidence: 99%

Untitled

2018

LLT Journal

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Anxiety in language teaching and learning is not considered a new issue, yet there has been little information as to how English pre-service teachers in Indonesia experience and overcome anxiety. The research aimed at addressing two questions: 1) what are the possible causes of English pre-service teachers' anxiety? And 2) how do English pre-service teachers manage anxiety when teaching? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachers' anxiety, namely: confidence, English skills, preparation, lesson delivery, students' profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety.

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“…Having a perception of a stronger and more solid language ability, enables more focus on teaching and less anxiety. If the novice teacher is worried about language knowledge or ability, anxiety will be high and teaching will be hindered (Yoon, 2012). This anxiety also affects self-efficacy leaving the novice teacher feeling unsure of their teaching ability.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

UCFL

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 Novice English as a foreign language (EFL) or second language (ESL) teachers' self-perception is highly affected by their belief of their language ability. This belief directly affects their self-efficacy as teachers, which in turn, has a negative effect on their teaching ability. This study explored the use of self-translation as a process that enables novice teachers to get a new sense of their language ability through bilingual experiences. Identifying oneself as bilingual has a positive influence on the teacher's self-perception, leading to a positive impact on their self-efficacy and confidence. Three groups of 30, third and fourth year EFL majors, experienced self-translation via narratives of personal experience during a one semester course and analyzed their language ability through these narratives. A mixed method approach was used for data collection. Quantitative data show a correlation between the participants' beliefs of bilingual teachers' abilities and their perception of their own teaching ability. Furthermore, a significant positive change was noticed in self-perception, bilingual identity, and self-efficacy. Qualitative data support this and indicate a higher comfort level as well as more confidence with language abilities after the self-translation experience, leading to a more positive self-perception of teaching ability and thus increasing self-efficacy.

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Teaching English though English: Exploring Anxiety in Non-native Pre-service ESL Teachers

Cited by 33 publications

References 22 publications

Developing Classroom English Competence Learning from the Vietnam Experience

Developing Classroom English Competence Learning from the Vietnam Experience

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