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Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers: A Qualitative Inquiry

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  • Oqab Alrashidi

Abstract

This study sought to explore the sources of foreign language teaching anxiety experienced by non-native preservice English as foreign language (EFL) teachers. Fourteen preservice Saudi EFL teachers enrolled in a public university participated in this study during their teaching practicum. The study used a qualitative research design with an in-depth semi-structured interview as the data collection tool. The data were analyzed using thematic analysis techniques and the findings revealed five main causes of anxiety: (i) fear of making mistakes, (ii) fear of negative evaluation, (iii) teaching unfamiliar topics, (iv) lack of preparation, and (v) a large number of students in one classroom. Generally, the results provide important implications for further research development and educational practices.

Suggested Citation

  • Oqab Alrashidi, 2022. "Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers: A Qualitative Inquiry," SAGE Open, , vol. 12(3), pages 21582440221, August.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221119486
    DOI: 10.1177/21582440221119486
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    References listed on IDEAS

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    1. Meihua Liu & Bin Wu, 2021. "Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers," SAGE Open, , vol. 11(2), pages 21582440211, May.
    2. Jamilah Sadiq, 2017. "Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia," English Language Teaching, Canadian Center of Science and Education, vol. 10(7), pages 1-1, July.
    3. Fariha Asif, 2017. "The Anxiety Factors among Saudi EFL Learners: A Study from English Language Teachers’ Perspective," English Language Teaching, Canadian Center of Science and Education, vol. 10(6), pages 160-160, June.
    4. Fakieh Alrabai, 2014. "A Model of Foreign Language Anxiety in the Saudi EFL Context," English Language Teaching, Canadian Center of Science and Education, vol. 7(7), pages 1-82, July.
    Full references (including those not matched with items on IDEAS)

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