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Journals / Trakya Eğitim Dergisi / 2018 / Cilt: 8 - Sayı: 2

Teacher Trainees’ Perceptions on English Language Speaking Anxiety in Foreign Language Classes

Öğretmen Adaylarının Yabancı Dil Derslerinde İngilizce Konuşma Kaygıları ile İlgili Algıları

Sabriye ŞENER
Pages
178–194
Publication Date
2018-01-26
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The analyses of the data showed that participants had a moderate level of foreign language anxiety and anxiety provoking situations were found to be making mistakes, fear of negative evolution, immediate error correction, competitive classroom environment, formal language use, peer pressure that affects students' English language learning anxiety.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper aims at exploring the perceptions of teacher trainees’ foreign language speaking anxiety.
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Key Findings & Data:The participants of the study include 72 English Language Teaching Department (ELT) trainees, and 3 instructors of Muğla Sıtkı Koçman University.
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Conclusion & Impact:The analyses of the data showed that participants had a moderate level of foreign language anxiety and anxiety provoking situations were found to be making mistakes, fear of negative evolution, immediate error correction, competitive classroom environment, formal language use, peer pressure that affects students' English language learning anxiety.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Yabancı dil sınıf kaygısı · konuşma endişesi · duygusal bireysel faktörler

Abstract

This paper aims at exploring the perceptions of teacher trainees’ foreign language speaking anxiety. The participants of the study include 72 English Language Teaching Department (ELT) trainees, and 3 instructors of Muğla Sıtkı Koçman University. In the study a hybrid design research methodology was employed. To this end, firstly the participants were administered the Foreign Language Classroom Anxiety Scale (FLCAS).Then the qualitative data were collected by means of semi-structured interviews from six students who completed the scale. Finally, three ELT department instructors were interviewed to gather qualitative data. The analyses of the data showed that participants had a moderate level of foreign language anxiety and anxiety provoking situations were found to be making mistakes, fear of negative evolution, immediate error correction, competitive classroom environment, formal language use, peer pressure that affects students' English language learning anxiety.

Özet

Bu makale öğretmen adaylarının yabancı dil konuşma kaygısı konusundaki algılarını araştırmayı amaçlamaktadır. Araştırmanın katılımcıları Muğla Sıtkı Koçman Üniversitesi'nin İngilizce Dil Eğitimi Bölümünün (ELT) 72 öğrencisi ve 3 öğretmen eğitmeninden oluşmaktadır. Çalışmada karma (mixed) araştırma deseni kullanılmıştır. Bu amaçla ilk olarak katılımcılara Yabancı Dil Sınıf Kaygısı Ölçeği (FLCAS) uygulandı. Daha sonra nitel veriler, ölçeği tamamlayan altı öğrenciden yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. En son olarak da, nitel veri toplamak için bölümden 3 öğretim üyesi ile görüşülmüştür. Nicel ve nitel verilerin analizleri, katılımcıların orta düzeyde yabancı dil kaygısı yaşadıklarını ortaya koymuştur. Öğretmen adaylarının kaygılarını, hata yapma korkusu, olumsuz değerlendirilme korkusu, hatalarını derhal düzeltme çabası, rekabetçi sınıf ortamı, resmi olmayan dil kullanımı gibi durumların etkilemiş olduğu belirlenmiştir.

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Cite This Article

ŞENER, S. (2018). Teacher Trainees’ Perceptions on English Language Speaking Anxiety in Foreign Language Classes. Trakya Eğitim Dergisi, Cilt: 8 - Sayı: 2, 178–194. https://ajindex.com/articles/248989

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