The Influence of Teaching Practicum on Foreign Language Teaching Anxiety among Pre-Service EFL Teachers

Autor/inn/en	Li, Qi; Xie, Zhilong; Zeng, Guofang
Titel	The Influence of Teaching Practicum on Foreign Language Teaching Anxiety among Pre-Service EFL Teachers
Quelle	In: SAGE Open, 13 (2023) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xie, Zhilong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221149005
Schlagwörter	Anxiety; Practicums; Second Language Learning; Second Language Instruction; English (Second Language); Preservice Teachers; Language Teachers; Teacher Education Programs; Measures (Individuals); Comparative Analysis; Gender Differences; Teacher Effectiveness; Student Attitudes; Teacher Evaluation; Self Concept; Language Proficiency; Teaching Experience; Teaching Methods; Time Management; Foreign Countries; China + Suchen Sie Ihr Suchwort? Angst; Practicum; Praktikum; Praktika; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Messdaten; Geschlechterkonflikt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Teacher appraisal; Lehrerbeurteilung; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement; Ausland
Abstract	Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the "Foreign Language Teaching Anxiety Scale" (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the differences of FLTA between pre-service EFL teachers who had 4 months of practicum experience and those without the practicum, and explored the potential factors contributing to FLTA. Results of descriptive analyses showed that overall the pre-service teachers had a relatively high level of FLTA. Results of independent sample t-test analyses indicated that the practicum group had significantly higher FLTA compared to the non-practicum group. Furthermore, within the two groups, female teachers consistently showed higher FLTA than the male teachers. Results of the interview content analyses revealed that anxiety-provoking factors primarily originated from fear of negative evaluation, low self-perception of language proficiency, and teaching inexperience. The findings of the current study provide insights of anxiety research in EFL context and implications for teachers to better reduce anxiety in English teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01