EFL student teacher anaxiety in online and in-person practicums: A Turkish perspective
DOI:
https://doi.org/10.58221/mosp.v119i3.48808Keywords:
anxiety, language teacher education, EFL student teacher, teaching anxiety, teaching practicumAbstract
This study, employing a mixed-methods approach, examines the anxiety experienced by student teachers (STs) of English in both online and face-to-face teaching contexts in Türkiye. Data were collected through scales, interviews, and reflective journals, and analyzed using descriptive, inferential, and thematic methods. The results show that STs experience moderate levels of anxiety, with slightly lower anxiety in traditional classroom settings compared to online environments. Key contributing factors include low self-efficacy, student-related challenges, communication barriers, and mentor-related issues. The findings emphasize the need for context-specific support mechanisms to address the complex nature of anxiety and improve language teacher training.
Downloads
References
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100011
Agustiana, V. (2014). Pre-service teachers’ anxiety during teaching practicum. English Review: Journal of English Education, 2(2), 174-182.
Akbana, Y. E., & Dikilitaş, K. (2022). EFL teachers’ sources of remote teaching anxiety: Insights and implications for EFL teacher education. Acta Educationis Generalis, 12(1), 157-180. https://doi.org/10.2478/atd-2022-0009
Albasin-Lacaba, I. G., Avenir, M., Permejo, J., & Edu Jr, E. (2022). Anxiety of practice teachers on final teaching demonstration. Journal of Education, Management and Development Studies, 2(1), 110-121. https://doi.org/10.52631/jemds.v2i1.76
Almonacid-Fierro, A., Souza de Carvalho, R., Castillo-Retamal, F., & Almonacid, M. (2021). The practicum in times of Covid-19: Knowledge developed by future physical education teachers in virtual modality. International Journal of Learning, Teaching and Educational Research, 20(3), 68-83. https://doi.org/10.26803/ijlter.20.3.5
Alpan, B. G., Özer, A., Erdamar, K. G., & Subasi, G. (2014). The development of a student teacher concerns scale. Eurasian Journal of Educational Research, 54, 151-170.
Alrashidi, O. (2022). Sources of foreign language teaching anxiety among Saudi preservice English teachers: A qualitative inquiry. SAGE Open, 12(3). https://doi.org/10.1177/21582440221119486
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76
Bakar, N. A., Latiff, H., & Hamat, A. (2013). Enhancing ESL learners speaking skills through asynchronous online discussion forum. Asian Social Science, 9(9), 224-233. http://dx.doi.org/10.5539/ass.v9n9p224
Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management: An International Journal, 27(2), 215-227. https://doi.org/10.1108/DPM-07-2017-0173
Bhargava, A. (2009). Teaching practice for student teachers of B. Ed programme issues, predicaments & suggestions. Turkish Online Journal of Distance Education, 10(2), 101-108.
Boonmoh, A., & Kamsa-ard, T. (2023). Pre-Service EFL teachers’ anxiety regarding the online teaching practicum during the COVID-19 pandemic: Thailand case study. TESL-EJ, 27(1), 1-25. https://doi.org/10.55593/ej.27105a5
Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Capel, S. A. (1997). Changes in students’ anxiety and concerns after their first and second teaching practices. Educational Research, 39(2), 211-228. https://doi.org/10.1080/0013188970390208
Comrey, A. L., & Lee, H. B. (2013). A first course in factor analysis. Psychology Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
Danner, R. B. (2014). Student teachers’ perceptions of sources of teaching practice-related anxieties. Journal of Teaching and Teacher Education, 2(1), 47-59.
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
Djawamara, Y. J. R., & Listyani, L. (2021). Indonesian student teachers’ anxiety during teaching practicum at a private shs in Central Java. ELTR Journal, 5(1), 1-18. https://doi.org/10.37147/eltr.v5i1.102
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Durmuş, R. I., & Kızıltan, N. (2022). Preservice EFL teachers’ online learning anxiety. The Literacy Trek, 8(1), 75-107. https://doi.org/10.47216/literacytrek.1120060
Ekşi, G. Y., & Yakışık, B. Y. (2016). To be anxious or not: Student teachers in the practicum. Universal Journal of Educational Research, 4(6), 1332-1339.
Estrella, F. (2022). Foreign language anxiety of an Ecuadorian polytechnic university’s English undergraduate students during the COVID-19 pandemic. Journal of Applied Research in Higher Education, 1, 1-16. https://doi.org/10.1108/JARHE-10-2021-0399
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92. https://doi.org/10.1177/160940690600500107
Forero, R., Nahidi, S., De Costa, J., Mohsin, M., Fitzgerald, G., Gibson, N., McCarthy, S. & Aboagye-Sarfo, P. (2018). Application of four-dimension criteria to assess rigour of qualitative research in emergency medicine. BMC Health Services Research, 18, 1-11. https://doi.org/10.1186/s12913-018-2915-2
Foss, D. H., & Kleinsasser, R. C. (2001). Contrasting research perspectives: What the evidence yields. Teachers and Teaching: Theory and Practice, 7(3), 271- 295. https://doi.org/10.1080/13540600120078210
Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.549653
Gardner, L. E., & Leak, G. E. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21(1), 28–32. https://doi.org/10.1207/s15328023top2101_5
Goetze, J. (2023). Like student like teacher? Taking a closer look at language teacher anxiety. Annual Review of Applied Linguistics, 43, 41-55 https://doi.org/10.1017/S0267190523000053
Han, T., & Tulgar, A. T. (2019). Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish elementary school context. Gist: Education and Learning Research Journal, 19, 49-83.
Hart, N. I. (1987). Student teachers’ anxiety: Four measured factors and their relationship to pupil disruption in class. Educational Research, 29(1), 12-18. https://doi.org/10.1080/0013188870290102
Heigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Springer.
Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365-372. https://doi.org/10.1111/j.1944-9720.1996.tb01248.x
İpek, H. (2016). A qualitative study on foreign language teaching anxiety. Journal of Qualitative Research in Education, 4(3), 92-105. https://doi.org/10.14689/issn.2148-2624.1.4c3s5m
Johnson, T. P. (2014). Snowball sampling: Introduction. Wiley StatsRef: Statistics Reference Online. https://doi.org/10.1002/9781118445112.stat05720
Kobul, M. K., & Saraçoğlu, İ. N. (2020). Foreign language teaching anxiety of non-native pre-service and in-service EFL teachers. Journal of History Culture and Art Research, 9(3), 350-365. https://doi.org/10.7596/taksad.v9i3.2143
Kokkinos, C. M., Stavropoulos, G., & Davazoglou, A. (2016). Development of an instrument measuring student teachers’ perceived stressors about the practicum. Teacher Development, 20(2), 275-293. https://doi.org/10.1080/13664530.2015.1124139
Li, Q., Xie, Z., & Zeng, G. (2023). The influence of teaching practicum on foreign language teaching anxiety among pre-service EFL teachers. SAGE Open, 13(1). https://doi.org/10.1177/21582440221149005
MacIntyre, P. D. (1999). Language anxiety: A review of literature for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning (pp. 24-43). McGraw-Hill.
Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522- 526.
Merç, A. (2004). Reflections of pre-service EFL teachers throughout their teaching practicum. What has been good? What has gone wrong? What has changed? (Unpublished master’s thesis). Anadolu University.
Merç, A. (2010). Foreign language student teacher anxiety (Unpublished doctoral dissertation). Anadolu University.
Merç, A. (2015). Teaching anxiety of student teachers from different disciplines. International Journal of Global Education, 4(1), 1-11.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage Publications.
Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxiety related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67(1), 69–89. https://doi.org/10.1111/j.2044-8279.1997.tb01228.x
Murray, G. (2009). Narrative inquiry. In J. Heigham, & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan.
Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxiety related to practice teaching. South African Journal of Education, 23(1), 18-22.
Ogonor, B. O & Badmus, M. M. (2006). Reflective teaching practice among student teachers: The case in a tertiary institution in Nigeria. Australian Journal of Teacher Education, 31(2), 1-11.
Osacar, E. G., & Lafuente-Millán, E. (2021). Sources of foreign language anxiety in the student-teachers’ English classrooms: A case study in a Spanish university. Revista Electronica de Lingüistica Aplicada, 20(1), 155-176.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
Peng, R., & Hu, Q. (2024). Measuring EFL teachers’ teaching anxiety in the online teaching environment. Asia Pacific Journal of Education, 1-17. https://doi.org/10.1080/02188791.2024.2326202
Permatasari, D., Mulyono, H., & Ferawati, F. (2019). Investigating the contributing factors to teaching anxiety during teaching practicum: A case of Indonesian pre-service EFL teachers. IRJE Indonesian Research Journal in Education, 236-248. https://doi.org/10.22437/irje.v3i2.7422
Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 42(1), 77–93. https://doi.org/10.1111/j.1944‐9720.2009.01009x
Reeve, J. (2015). Understanding motivation and emotion (5th ed.). Wiley & Sons.
Resnik, P., Dewaele, J. M., & Knechtelsdorfer, E. (2023). Differences in the intensity and the nature of foreign language anxiety in in‐person and online EFL classes during the pandemic: A mixed‐methods study. TESOL Quarterly, 57(2), 618-642. https://doi.org/10.1002/tesq.3177
Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the development of speaking skills. Journal of Interdisciplinary Research in Education (JIRE), 5(1), 43–67.
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338-352. https://doi.org/10.1111/flan.12461
Safira, N. (2021). Pre–service teachers’ teaching anxiety during online teaching practicum (Unpublished bachelor’s thesis). Islamic University of Indonesia.
Sale, J. E., Lohfeld, L. H., & Brazil, K. (2002). Revisiting the quantitative-qualitative debate: Implications for mixed-methods research. Quality and Quantity, 36(1), 43-53. https://doi.org/10.1023/A:1014301607592
Sanjaya, M. M., Nurkamto, J., & Sumardi, S. (2024). Navigating foreign language teaching anxiety: Insights from pre-service teachers during teacher professional education practicum. Indonesian Journal of EFL and Linguistics, 9(1), 115-131. https://doi.org/10.21462/ijefl.v9i1.761
Simsek, G., & Ceylan-Capar, M. (2024). A comparison of foreign language anxiety in two different settings: Online vs classroom. Turkish Online Journal of Distance Education, 25(1), 289-301. https://doi.org/10.17718/tojde.1245534
Spielberger, C. D., & Reheiser, E. C. (2009). Assessment of emotions: Anxiety, anger, depression, and curiosity. Applied Psychology: Health & Well-Being, 1(3), 271-302.
Tao, J., & Gao, X. A. (2022). Teaching and learning languages online: Challenges and responses. System, 107. https://doi.org/10.1016/j.system.2022.102819
Yaniafari, R., & Rihardini, A. (2021). Face-to-face or online speaking practice: A comparison of students’ foreign language classroom anxiety level. JEELS (Journal of English Education and Linguistics Studies), 8, 49-67. https://doi.org/10.30762/jeels.v8i1.3058
Yetkin, R., & Alagözlü, N. (2022). Exploring EFL student teachers' anxieties in distance education. International Online Journal of Education and Teaching, 9(3), 1343–1355.
Yetkin, R. (2023). English language student teacher anxiety in online and face-to-face practicum (Unpublished doctoral dissertation). Hacettepe University.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ramazan Yetkin, Nuray Alagözlü
This work is licensed under a Creative Commons Attribution 4.0 International License.
The full license and copyright terms for Moderna Språk can be found under the journal's Open Access Policy.
