Foreign language teaching anxiety and coping strategies of Turkish EFL instructors at tertiary level

Anxiety, which is likely to influence individuals' behaviors, plays a significant role in the process of learning and teaching foreign languages. Just as foreign language learners are prone to anxiety, foreign language teachers are also susceptible to foreign language teaching anxiety (FLTA), which, if not well managed, can impact their instructional choices, job satisfaction and overall well-being (Horwitz, 1996). Accordingly, this study aimed to explore FLTA among Turkish EFL instructors working at the tertiary level. Specifically, the study investigated EFL instructors' levels of FLTA and its relationship with certain variables including gender, years of experience, last degree, and completed undergraduate program. Moreover, the study explored the sources of FLTA, coping strategies adopted by EFL instructors, and whether they discuss their FLTA experiences with other colleagues. Regarding these aims, the study adopted a convergent parallel research design, a mixed-method research design. The study utilized a personal information form, Foreign Language Teaching Anxiety Scale (Ipek, 2006), and in-depth semi-structured interviews to obtain necessary data. In order to collect the quantitative data, 123 EFL instructors working at preparatory schools in three different state universities were selected by convenience sampling. For the qualitative part of the study, 18 EFL instructors were selected by purposive sampling. SPSS 28 program was used to analyze the quantitative data, and content analysis was used to analyze the qualitative data. The quantitative data analysis yielded that EFL instructors had low levels of FLTA regarding teaching a particular language skill, worry about target language performance, making mistakes, and being compared to fellow teachers subscales; however, they had moderate levels of FLTA in using the native language subscale. In addition, no significant differences were found between the participants' overall FLTA levels and their gender, years of experience, last degree, or completed undergraduate program. However, the female participants had significantly higher levels of FLTA in making mistakes subscale compared to the male participants. The analysis of the qualitative data revealed sources of FLTA among EFL instructors as fear of failure, teaching a particular language skill, teaching students with particular language proficiency level, students, using the native language, keeping up with the curriculum, and unfamiliarity with teaching context and materials. Besides, the study identified several coping strategies adopted by EFL instructors to manage their FLTA, such as developing professional skills, sharing FLTA experiences with other colleagues, practicing mindfulness, building a good rapport in the classroom, and being prepared for the lessons. Finally, the findings offered some implications for EFL instructors, stakeholders, and for further studies. Keywords: Foreign Language Teaching Anxiety, Turkish EFL instructors, tertiary level, EFL instructors' coping strategies.