Pre-service EFL teachers’ expression of uneasiness and anxiet
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Abstract
Language learning anxiety is a reoccuring phenomenon in language learning because of its sensitivity to impart language learning and teaching. From this perspective, the present study investigates the language anxiety level of EFL pre-service teachers in an international university in North Cyprus. The participants were from different countries (e.g. Turkey, Russia, Germany, Iran etc.) in undergraduate English language teaching programme. Horwitz’s, Foreign Language Classroom Anxiety Scale and a set of semi-structured interview questions were administered. The results of the study reveal that pre-service EFL teachers experience foreign language anxiety. Based on the findings of this study, several teaching implications could be considered for teacher education. For example, support and empathy is needed for future language teachers in foreign language context since they are also susceptible to language anxiety like foreign language learners. Through this, pre-service teachers will be able to cope with, if not totally eliminate their foreign language anxiety prior to their teaching career.
Keywords: Foreign language anxiety, pre-service teachers’ anxiety, teacher education; FLCAS, teacher anxiety.
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