English Teachers" Language Anxiety in the Intensive Teacher Training Program and in the Classroom

English Teachers" Language Anxiety in the Intensive Teacher Training Program and in the Classroom

  The purpose of this study is to investigate the effect of the anxiety felt by Korean teachers in both a classroom setting and during an intensive teacher training course. This study also investigates, in these two situations, the associations among the variables of anxiety, speaking ability, English proficiency, age, gender, teaching experience, and teaching grade. 46 secondary teachers participated in this study. The foreign language teaching anxiety scale (FLTAS), the foreign language classroom anxiety scale (FLCAS) and interviews were used to collect the data. For the data analysis. Point-biserial correlation, Pearson correlation, and Multiple Regression were used. The results of this study showed a negative correlation between anxiety and speaking/English proficiency in an intensive teacher training situation but not in a classroom situation. Additionally, no other correlation among variables was found except for a negative correlation among the variables of age, teaching experience and speaking /English proficiency. Anxiety, age, and teaching experience were found to predict 40% of the variance in L2 speaking. Lastly, low proficiency and negative evaluation were the main sources of anxiety in both situations.