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Selami Aydin
Ozgehan Ustuk


Anxiety is one of the most commonly investigated topics in the field of foreign language education; however, foreign language anxiety is attributed to learners extensively even though most teachers suffer from high levels of anxiety both as language teachers and language users while teaching. In this study, foreign language teaching anxiety is investigated descriptively to provide a clear picture concerning the terrain of this teacher emotion. Using the Foreign Language Teaching Anxiety Scale (FLTAS) and data collected from 156 teachers with diverse nationalities, the study aims to give a cross-culturally consistent understanding of the phenomenon. The results show that foreign language teaching anxiety cannot be limited to language use of teachers; factors such as low interest among learners and being observed by colleagues, mentors, or supervisors are also anxiety-provoking factors. To add, variables such as age, gender, school type, and teaching experience can also lead to significant results. Accordingly, several implications and recommendations are presented to elevate emotional sustainability in the teaching profession.

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Author Biographies

Selami Aydin, Istanbul Medeniyet University

Selami Aydin (PhD) is a professor at the ELT department of Istanbul Medeniyet University, Turkey. He researches on EFL writing, testing, affective states, technology use and social media effects on the language learning and teaching processes. Currently, he teaches ELT courses for pre-service EFL teachers.

Ozgehan Ustuk, Balikesir University

Ozgehan Ustuk is a Ph.D. candidate studying English language teacher education in Turkey. He is a research assistant at Balikesir University, Turkey. His research interests include language teacher education, teacher learning, and professional development. He also researches teacher identity, and emotions.