Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers: A Qualitative Inquiry

Oqab Alrashidi

SAGE Open, 2022, vol. 12, issue 3, 21582440221119486

Abstract: This study sought to explore the sources of foreign language teaching anxiety experienced by non-native preservice English as foreign language (EFL) teachers. Fourteen preservice Saudi EFL teachers enrolled in a public university participated in this study during their teaching practicum. The study used a qualitative research design with an in-depth semi-structured interview as the data collection tool. The data were analyzed using thematic analysis techniques and the findings revealed five main causes of anxiety: (i) fear of making mistakes, (ii) fear of negative evaluation, (iii) teaching unfamiliar topics, (iv) lack of preparation, and (v) a large number of students in one classroom. Generally, the results provide important implications for further research development and educational practices.

Keywords: foreign language teaching anxiety; English teaching; preservice teachers; Saudi Arabia (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440221119486 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221119486

DOI: 10.1177/21582440221119486

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().