Speaking Anxiety Among Efl Student Teachers

Abstract

Speaking anxiety among student teachers can have considerable negative impacts on foreign language education. However, our current understanding of this construct remains very limited. Thus, the purpose of this study is to investigate non-native student teachers' feelings of anxiety while speaking English. A study was conducted with 131 student teachers to probe the effects of such feelings. To that end, a questionnaire was administered to the participants and follow-up interviews were conducted. The results indicated that student teachers approaching the end of their teacher education programs did indeed experience feelings of self-consciousness and anxiety, which adversely affected their target language performance and emotional well-being. According to the participants' responses to items on the questionnaire and their remarks during the interviews, foreign language anxiety has adverse effects in two areas: (1) the application of grammar rules and (2) the execution of speaking skills. Recommendations to help anxious student teachers overcome their anxiety are also made.