The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy
Abstract
This study examined the relationships among Chinese pre-university teachers' foreign language anxiety, teaching anxiety and teacher self-efficacy. The participants were 210 Chinese primary and secondary English teachers who completed a battery of questionnaires. The results showed that: (a) the participants reported low to moderate levels of foreign language anxiety and teaching anxiety, as well as a high level of self-efficacy; (b) foreign language anxiety directly and negatively predicted the participants' self-efficacy; (c) foreign language anxiety was a positive predictor of teaching anxiety; (d) teaching anxiety mediated the link between foreign language anxiety and self-efficacy. This study highlights the importance of addressing language teachers' foreign language anxiety and teaching anxiety, and provides insights into enhancing teachers' self-efficacy.
Related Content
Gisele Ragusa, Shaobo Huang, Svetlana Levonisova.
© 2024.
37 pages.
|
Margaret Flood, Anna Logan.
© 2024.
19 pages.
|
Abdullah Alenezi.
© 2024.
17 pages.
|
Ahmed Azmy, Aasem Alabdullatief, Abdulrahman Altassan, Hala Mokhtar.
© 2024.
23 pages.
|
Tianhao Li, Meihua Liu, Kaixuan Gong.
© 2024.
19 pages.
|
.
© 2024.
|
.
© 2024.
|
|
|