Higher education students' affective barriers in process of English language learning and an inservice training curriculum for elt instructors

This study aims to reveal EFL learners' affective barriers related to process of English language learning at preparatory schools and design an in service training curriculum in order to eliminate these affective barriers. The research method adopted in the study is sequential exploratory design. Participants of the study include the ELT instructors and students learning EFL in Eskişehir Osmangazi University, Foreign Languages Department in the academic years 2016-2017, 2017-2018 and 2018- 2019. Literature review, semi-structured interview and in-class observation were used in order to collect the qualitative data and the quantitative data were collected through the "Teacher Oriented Affective Barriers Scale for EFL Context" developed by the researchers. The scale has a five-factor structure with 35 items and the reliability coefficient for the scale is 0.917. The findings of the study demonstrate that EFL learners' affective barriers stem from four different factors that are teacher, classroom, system, and student, but the teacher is one of the most significant variable affecting affective features of students. An inservice training curriculum was created for the ELT instructors teaching EFL at preparatory schools in higher education in order to eliminate the affective barriers of students in EFL learning process. UbD model was used in the design process of the inservice training curriculum.