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Home> Archive> 2012> Volume 2 Number 6 (Nov. 2012)
IJSSH 2012 Vol.2(6):493-496 ISSN: 2010-3646
DOI: 10.7763/IJSSH.2012.V2.154

EFL Teacher’s Anxiety in Using English in Teaching in the Language Classroom

Prayong Klanrit and Rapeeporn Sroinam

Abstract—The objectives of this research were 1) to study sources of teachers’ anxiety in using English in the language classroom, 2) to analyze components of sources of anxiety of language teachers, and 3) to compare the components of sources of teachers’ anxiety between 3 provinces namely, Udon Thani, Nong Khai, and Nongbualampoo. The current study is based on secondary English teachers’ experiences. The sample of the study was 673 English language teachers obtained through a stratified random sampling based upon the ratio of the English teachers from three provinces. The instruments were a focus group interview and a questionnaire. Statistics employed were percentage, mean, standard deviation, t-test for dependence, and factor analysis using the Statistical Package for the Social Sciences. The research findings were as follows: 1. Four factors that caused teachers’ anxiety in using English in the language classroom were 1) teacher expectations about students’ language limitations and low motivation which were at the high level, 2) students’ attitudes towards studying English which was at the medium level, 3) teachers’ language proficiency was at the low level, and 4) teaching and learning management was at the medium level. 2. Analysis of 65 factors using factor loading from Principle Components Analysis it was found that sources of teachers’ anxiety in using English in the language classroom were in four areas. These were teacher expectations about students’ language limitations and low motivation, students’ attitudes towards studying English, teachers’ language proficiency, and teaching and learning management. 3. From factor analysis between Udon Thani, Nong Khai, and Nongbualampoo, it was revealed that in the area of teacher expectations about students’ language limitations and low motivation, the English teachers’ opinions were significantly different at the .01 level.

Index Terms—Language classroom, teachers’ anxiety, use of English.

The authors are with the Graduate Studies Division, Udon Thani Rajabhat University, 64 Taharn Road, Amphoe Muang, Udon Thani 41000 Thailand(e-mail: pklanrit@hotmail.com, sroinam@yahoo.com)

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Cite: Prayong Klanrit and Rapeeporn Sroinam, "EFL Teacher’s Anxiety in Using English in Teaching in the Language Classroom," International Journal of Social Science and Humanity vol. 2, no. 6, pp. 493-496, 2012.

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