Yabancı dil olarak İngilizce öğreten anadili İngilizce olan ve olmayan İngilizce öğretmenlerinin yabancı dilde öğretme kaygısının incelenmesi

Although Foreign Language Teaching Anxiety (FLTA) has been an essential aspect of the native and non-native EFL teachers teaching Turkish EFL students, studies on FLTA among both groups are scarce. As a result, the current study aimed to investigate the FLTA levels of native and non-native EFL teachers, identify the sources of FLTA, and explore the strategies to deal with their FLTA. For this purpose, 220 participants (118 native and 112 non-native EFL teachers) completed the Foreign Language Teaching Anxiety Scale (Aydın & Uştuk, 2020a). Additionally, 12 EFL teachers, six native and six non-native, agreed to participate in the semi-structured interviews. Employing a convergent parallel design method (Creswell, 2015), the study revealed moderate levels of FLTA for both groups. The qualitative analysis also revealed several sources of FLTA, such as sources related to teaching, personalities, English proficiency and other sources, and coping mechanisms to deal with their FLTA, such as strategies related to self-improvement, teaching preparation and other strategies. Finally, the study has outlined the implications, including cultural orientation programs, English proficiency workshops, pedagogical trainings and mindfulness techniques. Despite several limitations, the current study suggests that a bigger sample size, different EFL contexts, longitudinal studies, and other factors affecting FLTA could be investigated in the future.