Introduction

Teaching is portrayed as being a highly qualified and demanding profession. It is ranked amongst the top stress causing jobs (Cooper & Travers, 2012; Clipa, 2017). As gratifying as it may be, teaching imparts with it significant challenges, duties, and responsibilities (Tum, 2012). English as a foreign language (EFL) research puts emphasis on discerning anxiety, its sources, and impacts chiefly on the EFL learner and learning processes (Horwitz, 1996). Nevertheless, foreign language anxiety is not exclusively undergone by language learners and teaching anxiety is rife among language teachers. In accordance with that, Foreign Language Teaching Anxiety (FLTA) is an area of research that necessitates exhaustive examination and address (Aydin, 2016; Tüfekçi-Can, 2018).

Learners are not the only ones who tend to undergo anxiety in a foreign language classroom. Teachers and prospective teachers may experience significant levels of anxiety while proceeding with their teaching practices and particularly those who are required to instruct a nonnative language (Merç, 2015a). The intricateness of foreign language teaching has to be thoroughly considered regarding the unsupportive effect of teaching anxiety and its provoking incidents (Ipek, 2016). Furthermore, Horwitz (1996) has been regarded as one of the groundbreakers of FLTA. She embarked upon the area that was marginally examined. As maintained by her, claiming that classroom teaching today is exceedingly challenging and exigent, cognitively and emotionally; cannot be but a massive understatement of the status quo. Many factors can cause the nonnative teacher to feel anxious resulting in negative consequences for language teaching. Moreover, FLTA can inhibit the teacher’s ability to effectively go along with hisher instruction. Horwitz (1996) has asserted the negative relationship between anxiety and effective foreign language instruction. This negative correlation results in undesirable effects on teachers’ feelings of self-confidence, use of target language, and instructional decisions. Tüfekçi-Can (2018) has reconsidered FLTA in a more recent demarcation. It is a psychological uneasiness or apprehension which is exclusive and particular to EFL pre-service teachers, instructors, and practitioners who hold the responsibility of teaching learners how to learn a foreign language effectively and proficiently in authentic classrooms. EFL preservice teachers undergo higher levels of teaching anxiety compared to in-service and experienced teachers (Merç, 2010). Thus, anxiety is deemed to be a perpetual feature of pre-service teaching. It is one of the most frequently reported issues by pre-service teachers prior and post to their teaching praxis (Merç, 2004; Yuksel, 2008).

In accordance with what is postulated above, pre-service teaching anxiety sources, undesirable consequences, and negative effects on both teachers themselves and their teaching, are to be reckoned holistically. Hence, it is evidenced and legitimate to put forward that FLTA necessitates to be thoroughly examined. FLTA, albeit its significance, is still not closely researched and extensively scrutinized. Foreign language learning anxiety has gained excessive concern in second and foreign language research (Idri & Akkar, 2018). Studies carried out on learning anxiety exceeds those on FLTA. The scope of the latter abided to be restricted for adequate conclusions to be inferred. Tüfekçi-Can (2018) and Tum (2012) have delineated that research consecrated to FLTA has remained in its infancy. In conformity with that, the current investigation is purported to scrutinize and elucidate to a further extent FLTA construct by undertaking the succeeding research questions:

1.                       To what extent do Algerian EFL pre-service teachers undergo anxiety affiliated with pre-service teaching?

2.                       What are the cardinal factors behind provoking anxiety among Algerian EFL pre-service teachers?

In an endeavour to address the aforementioned questions, it is indispensable to set a germane research purpose. The latter is threefold encompassing:

·   First, identifying the level of FLTA undergone by pre-service teachers in an Algerian context.

·   Second, attaining exhaustive information about anxiety provoking factors and placing them into categories.

·   Third, pertinent implications and recommendations are portrayed post to the presentation and discussion of research findings.  

Literature Review  

Anxiety is stated to evidence itself as various disorders that ensue apprehension, uneasiness, stress, worrying, fear, and nervousness. Dörnyei (2005) has claimed that anxiety is one alpha factor which halters the learning process and language performance. Horwitz, Horwitz and Cope (1986) have demarcated anxiety as feelings of uneasiness, concern, nervousness, and tension indicating the subjectivity of these feelings. Situations in which there is evaluation and ambiguity, situations that are unfamiliar or novel, and situations in which the language learner is exposed to high conspicuousness tend to result in feelings of anxiety (Ipek, 2016). Anxiety does not perpetually ensue in hindrance of performance; it may result in the germination of it. That is the case of facilitative anxiety. Only trivial anxiety is claimed to bring about this effect. But then, debilitative anxiety has a negative impingement on performance. The latter can be significantly affected when the individual feels anxious (Dörnyei, 2005).

MacIntyre and Gardner (1991) have stated that foreign language anxiety should be distinguished from other types of general anxiety. The former has, negatively; an impact on language learning and production. They argue that the more an individual experiences higher levels of language anxiety, the poorer his language performance would be. EFL learners endure anxiety affiliated with negative evaluation asserting their teachers as the primary source (Idri, 2011). Horwitz, Horwitz and Cope (1986) have put forward that language anxiety is a distinguishable complex of behaviours, beliefs, self-perception, and feelings. This anxiety is affiliated to classroom language learning uprising from the uniqueness of the language learning process.

Accordingly, it is indispensable to delineate that foreign language anxiety is not exclusively undergone by language learners. Teaching is a profession perceived with the potential stressful nature (Nnenna & Olanrewaju, 2015). As gratifying as it may be, teaching carries substantial liability and challenges (Tum, 2012). Teaching anxiety is prevalent amongst language teachers. Merç (2010) has put forward that FLTA may ensue in negative effects related to instruction. He has also postulated that a tendency among anxious teachers is to deflect particular instructional decisions and opt for other which negatively impact the instruction quality. The anxiety experienced by language teachers may impact their use of the target language, self-confidence, and instructional decisions (Horwitz, 1996). In a similar vein, the latter has put significant emphasis upon teaching anxiety, its undesirable effects, and the urge to assistance and alleviation. She has stressed the importance of making all efforts to aid teachers who undergo FLTA. As a severe concern, FLTA has the potential to affect the way teachers teach and the amount of language students get exposed to. Horwitz (1996) has also put emphasis upon the centrality of FLTA and delineated that “just as the language teaching profession has made the reduction of student anxiety a priority in the development and delivery of instruction, foreign language anxiety among language teachers must be acknowledged, considered, and combatted” (p. 371).

   As put forward supra, EFL teachers have various concerns that make them anxious comprising disruptive behaviour of students, class control, challenges to their authority and competence, interpersonal and professional relationships, proficiency, professional and pedagogical preparation, large size classes, evaluation and assessment, responding to learners’ needs, and classroom management for instance. Numrich (1996) has postulated that some of these concerns might be a source of frustration to teachers and more particularly to novice teachers. Moreover, it is these factors among others that led to the establishment of the negative correlation between foreign language anxiety and effectiveness. The higher the level of FLTA is, the less effective EFL instruction comes to be (Horwitz, 1996; Tum, 2012).

Pre-service teaching anxiety is distinct from in-service teaching anxiety for the pre-service teacher is on his path of becoming a teacher experiencing dissimilar feelings from the in-service teacher who has already overcome the initial stage of turning into a teacher and might undergo different set of apprehension feelings (Merç, 2010). Along the same line, Tum (2012) has claimed that the transition from pre-service teachers to teachers is a challenging phase. Their awareness about the responsibilities, duties, and potentials of the profession is raised. It is judicious that they experience the feelings of being over-whelmed, doubting their abilities, and perceiving themselves inadequate.

Pre-service teaching serves as the pre-service teachers’ commencement into the real-life arena of the teaching practicum. Research findings have uncovered that pre-service teachers are nervous about teaching (Hart, 1987). Furthermore, the intensity of anxiety levels is centrally associated with the years of experience among teachers. The less experienced teachers are, the higher the levels of FLTA they undergo. Consequently, the highest levels of anxiety are undergone by pre-service teachers (Morton et al., 1997). Pre-service teachers are anticipated throughout out their journey of teaching to lay theory into practice. In their endeavour to do so, pre-service teachers are required to decrypt the teaching process and experience the practical realities of authentic classrooms and school environment (Richards & Crookes, 1988). Unexperienced pre-service teachers exert strenuous efforts to attain the uppermost level of knowhow (theoretical and practical) in their journey. This teaching journey is distinguished and reported as being extremely stressful regarding physical and psychological well-being (Johnson et al., 2005). Such long-term stress can ensue in chronic exhaustion (Smetackovaa, 2017). Anxieties experienced by these new comers result in feelings of inadequacy obstructing their way to a successful experience (Tum, 2015). Coming into the foreign language classroom for their first time as a teacher is deemed staggering for pre-service teachers. Consequently, anxiety is among the most frequently reported problems among EFL pre-service teachers (Merç, 2004; Tüfekçi-Can, 2018).

The likely apprehension colligated with teaching anxiety can potentially lead pre-service teachers to get “overwhelmed, desperate, and unsupported” to detract from their effectiveness in the classroom and to even abandon the profession eventually (Nnenna & Olanrewaju, 2015). Reckoning the centrality of pre-service teaching anxiety and its potential confounding effects, it became inevitable to postulate the sources and factors evoking anxiety amongst pre-service teachers. A synopsis of research results, ascertaining the chief sources behind the provocation of pre-service FLTA, is portrayed.

It is no more covert that the first class is certainly an arduous experience for pre-service teachers to confront and teach students for their first time. McKeachie (1987) and Aydin (2016) assort the anxieties affiliated with pre-service teaching into three phases encompassing “before”, “during”, and “after”. In a similar vein, Sammephet and Wanphet (2013) and Augustiana (2014) have asserted that anxiety principally arises every time during the first encounter (pre, during, and post) with EFL students. Kim and Kim (2004) have carried out a research to examine the most anxiety provoking factors. Findings demonstrated that pre-service teachers felt anxious the most about teaching unmotivated students, poor class preparation, lack of experience, teaching speaking and listening skills, being asked unpredicted questions, being observed while teaching, and when the ability of controlling the class is jeopardized. The tasks and activities straightly associated with teaching have been evidenced to invoke the highest levels of teaching anxiety (Fish & Fraser, 2001; Ozturk, 2016). Another study accomplished by Merç (2011) has revealed that teaching procedures, class profile, classroom management, and the relationship with mentors cause Turkish pre-service teachers to be anxious.

Wadi and Mohammadzadech (2016) have endeavoured to measure the extent to which Libyan pre-service teachers were affected by FLTA delineating that pre-service teachers underwent a high level of anxiety. Iranian pre-service teachers were found to experience high rates of concern (Aslrasouli & Vahid, 2014). The latter have appended the five main categories of teaching anxiety factors comprising namely interpersonal relationships, language proficiency and knowledge, structure of employment, and amenities and resources. Other five cardinal sources of teaching practice related anxieties have been stated by Danner (2014) as follows: school staff assistance, professional preparation, class control, unsuccessful lesson, and evaluation. The most reported sources of anxiety were associated with matters of classroom management and class control (Eksi & Yakisik, 2016).

Student teachers undergo anxiety if what they encounter in real EFL classrooms is not in judicious alignment with what they have learnt at university. The deficiency between theory and practice and the disconnection between university and school environment are to be utterly addressed and handled. The current investigation is intended towards grappling with this disparity in the Algerian context as the concerns of pre-service teachers are to be earnestly regarded. The urge for qualified and effective professional teachers should be reckoned as an imperative prerequisite and a compelling priority for our educational system.

Method

Research Design

The study under examination is primarily descriptive in nature. The design was strived to describe the status quo of pre-service teachers’ anxiety as copiously as possible. A mixed method approach towards data collection and analysis procedures was adopted. The amalgamation of quantitative and qualitative methods is comprehensive and purported to first, improve the accuracy of the research findings; second, to check the validity of results across methods; and third, to render a fuller understanding, a more holistic explanation of the level of pre-service teachers’ anxiety and its chief sources. Therefore, it is unachievable to produce a consistent understanding of FLTA if a mono-method is deployed. In this study, an “explanatory sequential design” was used (Creswell, 2012). This design, the most popular form of mixed-methods design in educational research; comprised the collection of quantitative data first and then gathering qualitative data to aid explain or elaborate on the quantitative findings.

 Participants

 Third year students, for 2017-2018 academic year, in the Department of English Language and Literature at Mohamed Lamine Debaghine, Setif 2 university, Algeria, were selected as the population of the current investigation. The quality of education cannot exceed the quality of teachers. The former is exceedingly contingent upon the latter. In accordance with that, foreign language teachers generally, and pre-service teachers particularly, need to be equipped with the profession requirements as to operate adequately and appropriately during their first teaching experience. Pre-service teachers are expected at the outset of their journey of teaching to lay theory into practice and undergo the practical realities of the classroom. The first-time teaching experience is a recognized source of third year pre-service teachers’ anxiety. The latter might ensue in an unsupportive effect on their performance and attitudes towards teaching. These factors have shaped the choice of the topical population. After stating the rationale behind the choice of population, it is basal to state that research population comprised (N=380) third year students. The sample drawn from the wider population encompassed (n=79) third year students. The selection of participants was held conveniently for it was deemed appropriate in the present research.

Instruments

A Likert scale questionnaire was deployed to gather quantitative data. Foreign Language Pre-service Teacher Anxiety Scale (FLPTAS) was entailed to measure the levels of anxiety affiliated with pre-service teaching. The selection and adaption of the scale has been held post to an exhaustive consultation of similar studies and a rigorous scrutiny of anxiety scales consecrated to pre-service teachers and to foreign language pre-service teachers. The final FLPTAS is the version utilized in the present investigation to measure pre-service teachers’ level of anxiety. The researcher endeavoured to finalise the adapted scale as to meet the requirements of the research sample and to comply with the realities of the Algerian context. The FLPTAS is grouped into seven factor sections (factor 1: Interpersonal and professional relationships, Factor 2: Relationship with the mentor, Factor 3: class control, Factor 4: Professional Preparation, Factor 5: Language proficiency, Factor six: Unsuccessful lesson, and Factor 7: Miscellaneous). The scale encompasses 62 statements in a five-point Likert type fashion (from strongly disagree to strongly agree). Responses to the Likert scale questionnaire questions were coded and analysed through the frequency analysis of descriptive statistics using the Statistical Package for Social Sciences (SPSS) version 24.

Qualitative data were collected via the second instrument which is retrospective essays. Qualitative data were intended to support, crosscheck, and validate statistical findings gaining in-depth details to inform the measured level of pre-service teaching anxiety. Participants were assigned the task of recording their thoughts and feelings about their first teaching experience. In one to two pages essay, their recordings were oriented towards rendering ex post facto accounts of contacting the school environment and facing middle school pupils. In an endeavour to avoid bias and to increase the trustworthiness of the findings, qualitative data generated from the essays were simultaneously analysed by the researcher of this study and another co-researcher. Content analysis requires reading through essays, patterning topics, and listing codes.

Procedure

FLPTAS has been first pilot-tested with experts and members of the population. Post to the alterations that were recommended, the scale was administered to 79 participants the week prior to the commencement of their teaching practicum training at middle schools of placement. This allotment allows to determine the level of anxiety among pre-service teachers and the factors resulting in the highest rates of it. Nevertheless, statistical findings are not sufficient for an in-depth understanding and thick discernment of anxiety undergone by pre-service teachers. Hence, when the training came to an end, pre-service teachers have had rich records of their experience that might validate, to a more or less degree; the numerical results. Retrospective essays, as an abundant source of data; permit pre-service teachers to express their reflections, opinions, feelings, and comments throughout their training period. Only 52 participants have handed the required retrospective essays.

Results

Seventy-nine pre-service teachers responded to the FLPTAS. Prior to calculating the mean anxiety score, descriptive analysis criteria for the categorization of the mean rating is indispensable. To this end, the criteria adopted is the one set by Muhidin and Abdurrahman (2007) and cited in Augustiana (2014) which is demonstrated in table 1:

Table 1: Criteria for Categorising Anxiety

The overall mean score of pre-service teaching anxiety was calculated with total rate of respondence. The mean score value is (M=3.78) and the standard deviation one is(SD=.4107). Among the 79 pre-service teachers, the average anxiety score ranges from the lowest mean score (M Min=2.48) to the highest (M Max=4.59) as elucidated in table 2. In compliance with the criteria of anxiety mean categorization stated above, pre-service teachers of English at Setif 2 university, Algeria undergo a remarkable level of anxiety falling under the category of “anxious” pre-service teachers.

Table 2. Overall Mean Score of Pre-service Teaching Anxiety

The FLPTAS has been dissevered into seven main factor sections. Table 3 reveals the calculations of the average mean score of each anxiety factor separately. The average mean score ranges from (M=3.18) to (M=4.67). The former is the lowest mean representing “language proficiency” sorted under the “mildly anxious” category whereas the latter is the highest mean typifying “class control” falling into “very anxious” category. Under the latter, “unsuccessful lesson” is grouped into with the mean (M=4.43). Pre-service teachers felt “anxious” considering the following anxiety factors “professional preparation, interpersonal and professional relationships, and miscellaneous” with the subsequent orderly mean scores (M=3.97; M=3.44; M=3.45). It was also demonstrated that the « relationship with the mentor” factor has made pre-service teachers feel “mildly anxious with the mean (M=3.32).

Table 3. Mean Scores of Anxiety Factors

It has been deemed indispensable to classify pre-service teachers into distinct anxiety level categories based upon their average scale scores. As shown in table 4, the majority of participants (N=66) fell into “anxious” and “very anxious” categories representing (P=83.54%). This percentage betokens that Algerian pre-service teachers in the Department of English Language and Literature at Mohamed Lamine Debaghine, Setif 2 University suffer from considerable levels of FLTA. The rest of the participants (N=13) are categorized as “relaxed” and “mildly anxious” representing (P=16.45%).

Table 4. Classification of Pre-service Teachers and Anxiety Levels

Fifty-two retrospective essays were collected and scrutinized. Content analysis was deployed as a qualitative research analysis technique. The latter is meant to interpret meaning from the content of text data. Insistent readings have been carried out to determine recurring patterns in data. Guided by relevant research findings, initial codes and themes were sorted out. Forfending bias and insuring trustworthiness compel cross analysis accomplished by the researcher and a co-researcher. The resolution of the final categorization of codes and themes has been set post to reference, reexamination, and discussion gatherings between the former and the latter so that the final analysis is established in an objective manner and the validity of results and interpretations is safeguarded. In Figure 1, the final analysis of data broken down from retrospective essays is sketched in the subsequent concept map:

Figure 1. Nexus Between Pre-service Teachers and Anxiety Provoking Factors