Foreign language teaching anxiety and self-efficacy perceptions of native and nonnative EFL instructors at tertiary level institutions
Author(s)
Advisor
Peker, HilalDate
2020-06Publisher
Bilkent University
Language
English
Type
ThesisItem Usage Stats
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Abstract
This quantitative study investigated the foreign language teaching anxiety and
teacher self-efficacy perceptions of 53 native and 180 non-native teachers of English
as a foreign language (EFL) in Turkish universities. The findings revealed low levels
of anxiety and high levels of teacher self-efficacy among the participants. A weak to
moderate negative correlation was found between the two constructs. Non-native
teachers had significantly higher FL teaching anxiety than the natives; however, no
significant difference was found in their perceived teacher self-efficacy. Female
participants in both groups had significantly higher levels of anxiety and teacher self
efficacy than the males. No other significant result was observed among the natives.
However, significant differences in anxiety among the non-native participants were
found in terms of age, major, and years of experience. Similarly, significant
differences in teacher self-efficacy were observed in terms of major, years of
experience, and students’ proficiency levels of the non-natives. Qualifications and
last completed degree made no significant difference in anxiety or self-efficacy
perceptions of native and non-native teachers.
Keywords
Teacher self-efficacyForeign language teaching anxiety
Native EFL teachers
Non-native EFL teachers