Abstract
This study examines the classroom anxiety which three immigrant, in-service teachers of English experienced within their respective teaching contexts in South Korea and Japan. Autobiographical accounts, journals, and retrospective interviews were used as the methods of data collection. The findings provide insights into the ways in which these teachers conceptualised classroom anxiety, the wide range of factors which were sources of this anxiety, and the strategies which the teachers adopted, or were aware of, to relieve their anxiety. The findings contribute to increasing our understanding of teacher anxiety and have implications for language teacher education and development.
| Original language | English |
|---|---|
| Pages (from-to) | 111-125 |
| Journal | The European Journal of Applied Linguistics and TEFL |
| Publication status | Published - May 2017 |
Bibliographical note
Katherine Halet is an ESL teacher with 5 years of teaching experience in South Korea, Japan, and the UK. She received her MA TESOL from the University of Bath and is cur-rently undertaking PhD studies at the same institution. Her interests include teacher anxiety, teacher self-efficacy, and teacher development.Hugo Santiago Sanchez is a lecturer at the Department of Education, University of Bath. He has worked as a language teacher, lecturer, teacher trainer, and researcher in Argentina, Brazil and the UK for over 18 years. His research, publications, and professional work focus on teacher cognition, teacher development, and language awareness.
Keywords
- teacher classroom anxiety, sources of teacher anxiety, coping strategies, immigrant EFL teachers, East Asia