PEN Academic Publishing   |  ISSN: 1308 - 951X

International Journal of Research in Teacher Education 2015, Vol. 6(3) 40-58

Foreign Language Teaching Anxiety and Self-Efficacy Beliefs of Turkish Pre-Service EFL Teachers

Ali Merc

pp. 40 - 58   |  Manu. Number: ijrte.2015.009

Published online: December 01, 2015  |   Number of Views: 204  |  Number of Download: 149


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


How to Cite this Article?

APA 6th edition
Merc, A. (2015). Foreign Language Teaching Anxiety and Self-Efficacy Beliefs of Turkish Pre-Service EFL Teachers. International Journal of Research in Teacher Education, 6(3), 40-58.

Harvard
Merc, A. (2015). Foreign Language Teaching Anxiety and Self-Efficacy Beliefs of Turkish Pre-Service EFL Teachers. International Journal of Research in Teacher Education, 6(3), pp. 40-58.

Chicago 16th edition
Merc, Ali (2015). "Foreign Language Teaching Anxiety and Self-Efficacy Beliefs of Turkish Pre-Service EFL Teachers". International Journal of Research in Teacher Education 6 (3):40-58.