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.
|Journal||The European Journal of Applied Linguistics and TEFL|
|Publication status||Published - May 2017|
- teacher classroom anxiety, sources of teacher anxiety, coping strategies, immigrant EFL teachers, East Asia