Foreign Language Teaching Anxiety (FLTA) in Non-Native Pre-Service English Teachers: A Phenomenological Study in Kazakhstan
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Date
2019-06
Authors
Akshalova, Ainash
Journal Title
Journal ISSN
Volume Title
Publisher
Nazarbayev University Graduate School of Education
Abstract
This qualitative phenomenological study was conducted to investigate the
phenomenon of foreign language teaching anxiety (FLTA) for non-native pre-service
English teachers in Kazakhstan by answering the research question “How is FLTA
experienced by non-native pre-service English teachers?” According to the State Program
for the Development and Functioning of Languages in the Republic of Kazakhstan for
2011-2020, plans were implemented to increase the share of the population speaking
English to 20% by 2020. To reach this goal, the government started paying attention to
teaching English at schools and training English language teachers. However, the language
learning process cannot be successful if students feel stress and anxiety while learning it.
Therefore, numerous studies have been conducted to identify causes of foreign language
anxiety, its impact on students’ academic achievement, and ways to overcome it. Still, the
research on FLTA has remained limited, even though teachers are also susceptible to the
feeling of anxiety, especially pre-service teachers who lack experience in teaching.
Data was collected through one-to-one interviews including visual data elicitation
to enhance understanding (CohenMiller, 2018). Additional data sources included a
demographic questionnaire and document analysis. Using Moustakas’s (1994) framework
for phenomenological analysis, three invariant themes with eight sub-themes were
identified. Combined, the resultant essence of FLTA for pre-service teachers was found to
be feeling insecure about teaching, worrying about proficiency in English and experiencing
a fear of negative evaluation. This study contributes to expanding research related to
FLTA, especially in Kazakhstan, where there are no studies focused on teaching anxiety.
Moreover, by investigating how teaching anxiety is experienced by prospective teachers, several factors engendering anxiety were identified. Future research is suggested to focus
on the ways of alleviating FLTA for pre-service teachers.
Description
Keywords
foreign language anxiety, foreign language teaching anxiety, pre-service teachers, teacher education
Citation
Akshalova, A. (2019). Nazarbayev University Graduate School of Education, Nur-Sultan