İngilizceyi yabancı dil olarak öğreten Türk öğretmenlerin yabancı dil öğretme kaygısı üzerine bir karma yöntem çalışması

This study aimed to investigate the level of foreign language teaching anxiety (FLTA) among Turkish EFL teachers who taught in different school contexts. The study also examined the relationship between their FLTA and their gender, years of experience, educational background, and school context. Besides, the study attempted to identify the sources of their FLTA and the strategies they adopted to overcome it. With these aims, the study adopted a convergent parallel mixed-methods design, and both quantitative and qualitative data collection procedures were followed. 120 EFL teachers participated in the quantitative data collection procedure through the Foreign Language Teaching Anxiety Scale (Aydın & Uştuk, 2020a) and a background information form. The data analysis revealed that some variables did not influence participants' overall FLTA; however, school contexts showed a relation to their fear of negative evaluation. Through semi-structured interviews, the sources of FLTA were found to be related to teaching a particular language skill, teaching students with particular language proficiency, students, content knowledge, unknown situations, and unpreparedness. In addition, some strategies related to preparedness, interaction with students, content knowledge, and teachers' personal lives, and some strategies to save time were discovered to cope with FLTA. Finally, the study suggested some practical implications for EFL teachers and stakeholders and at stated suggestions for further research.