Original article | International Journal of Research in Teacher Education 2015, Vol. 6(3) 40-58
Ali Merc
pp. 40 - 58 | Manu. Number: ijrte.2015.009
Published online: December 01, 2015 | Number of Views: 368 | Number of Download: 960
Abstract
The aim of this study was to investigate the relationship between the level of language teaching anxiety experienced by pre-service EFL teachers and their language teaching self-efficacy beliefs. The participants of the study were 117 pre-service EFL teachers completing their teaching practicum as a requirement for graduation at Anadolu University, Turkey. A Foreign Language Student Teacher Anxiety Scale (FLSTAS) and a SelfEfficacy Questionnaire (SEQ) together with semi-structured interviews were used as research instruments. The results of the analyses showed that student teachers experienced a relatively low level of anxiety in general and their perceived self-efficacy was high in their overall scores. Although gender and type of practicum school were not predictors of anxiety and self-efficacy beliefs, certain correlations were found among the components of the anxiety and self-efficacy beliefs.
Keywords: Foreign language teaching anxiety, teacher self-efficacy, pre-service EFL teachers, teacher education
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