Preservice EFL Teachers’ Teaching Anxiety: A Mixed-method Study

The increasing research on foreign language teaching anxiety (FLTA) illustrates the emotional and professional challenge that preservice EFL teachers experience. This study investigates the sources and the level of FLTA which is experienced by preservice EFL teachers in Finland. Specifically, this study aimed to: (1) determine the severity of FLTA among preservice EFL teachers in Finland through applying the questionnaire design of foreign language teaching anxiety scale (FLTAS); (2) identify other potential sources of FLTA among preservice EFL teachers through analysing the open-end question. Explanatory theories which relate to FLTA are scrutinized. Research background of preservice EFL teachers’ education in Finland is described. In this mixed-method research, 32 preservice EFL teachers with different cultural backgrounds residing in Helsinki area have participated in this study by completing the questionnaire. The findings of this study show that the level of FLTA among preservice EFL teachers is moderately high in this research. FLTA demonstrates a high correlation with the factor of fear of negative evaluation and lack of students’ interest and the length of teaching experience. The length of teaching experience is found to mitigate FLTA. This research also finds that Finnish-speaking preservice EFL teacher experience the highest FLTA comparing with native English speaking and other international preservice teachers. In addition, after analysing the qualitative data, this study found other sources of FLTA such as incapacity of solving disciplinary problems and unfamiliarity with Finnish educational daily practice. Finally, this study offers suggestions to address the FLTA. Limitations and further research on the topic are also indicated