pp. 40-58 | MID: ijrte.2015.009
Published Online: December 01, 2015
Manuscript Views: 102 | Manuscript Download: 131
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