DJOUAD Mimouna, Université de Bejaia
Dr. Rafik MOSBAH, Sétif 2 University

Résumé:

La confrontation inaugurale dans les cours de langue dans les établissements d’enseignement moyen est une phase délicate et une expérience ardue pour les enseignants stagiaires. Conformément à cela, cette étude a été principalement élaborée pour examiner le niveau d’anxiété colligé à l’enseignement pré-gradué afin d’en déterminer les sources. La recherche actuelle a porté sur une étude descriptive sous une approche mixte, où l’échantillon de l’étude comporte 100 enseignants stagiaires ayant été convenablement sélectionnés. Une échelle Likert adaptée a été utilisée pour mesurer les niveaux d’anxiété chez les stagiaires en question. Les résultats statistiques des scores moyens ont démontré que les participants se sentaient «anxieux». Les résultats numériques ont nécessité la validation et la vérification croisée. En conséquence, une analyse approfondie des données qualitatives, générée à partir des écritures rétrospectives enregistrées par les participants lors de leur formation de stage, a corroboré quatre catégories principales comme sources d’anxiété chez les enseignants stagiaires: contrôle de classe, préparation professionnelle, présentations de leçons, et moniteurs. En effet, il est extrêmement incité à atténuer les niveaux d’anxiété des enseignants stagiaires, à les préparer à envisager leurs élèves dans les véritables classes de langue étrangères, et les doter essentiellement de stratégies suffisantes de pratique.

Abstract:

First confrontations with pupils in EFL classrooms is a demanding experience pre-service teachers are to grapple with. The probe under scrutiny was designated, primarily, to examine the level of anxiety colligated with pre-service teaching and to determine its sources. The current probe entailed a descriptive design which comprised a mixed-methods approach. The research sample embraced 100 pre-service teachers that have been voluntarily selected. An adapted Likert scale was deployed to measure the levels of pre-service teachers’ anxiety. Statistical results have demonstrated that pre-service teachers felt “anxious”. Numerical results necessitated validation and cross-checking. Accordingly, thorough analysis of qualitative data, generated from reflective journal entries recorded by participants during their training, corroborated four main categories as the sources of foreign language pre-service teachers’ anxiety: class control, professional preparation, lesson delivery, and mentors. The findings were discussed in affiliation to pertinent literature. It is exceedingly urged to alleviate pre-service teachers’ levels of anxiety, prepare them to confront their pupils in real language classrooms, and most essentially render them with sufficient opportunities for ractice.

Key words: teacher training, pre-service teachers, teaching anxiety, professional preparation.

1. Introduction

Anxiety is claimed to manifest itself as several disorders that cause uneasiness, apprehension, fear, worrying, and nervousness. Dörnyei (2005) postulates that anxiety is one alpha factor which alters the learning process and language performance. The latter can be significantly affected when the individual feels anxious. Horwitz (1996) has put forward that EFL learning does never reach a complete state of affairs; language teachers are advanced learners. Pre-service teachers undergo debilitative anxiety before encountering new classes and that may affect their use of target language and instructional decisions (Merç, 2010).

Accordingly, pre-service teachers are challenged to contend with their work environment, being first day jitters and newcomers roaming the unfamiliar halls and classes, feeling like outsiders and confused. Third-year pre-service teachers at the University of Mohamed Lamine Debaghine Setif 2 are expected, after a brief observation, to prepare, plan, and organize lessons, choose materials, manage their classes, and establish a nifty rapport with students. The choice of third-year students is by no means at random, it is an undeniable fact that first encounters generate and\or increase anxiety. The latter is built up even before the classroom commences.

The thrust behind embarking on the present study is to scrutinize the level of anxiety associated with pre-service teaching prior to their first teaching experience. This probe is also intended to ascertain the major sources of anxiety while pre-service teachers proceed their training.

In accordance with what is stated above, it is ineluctable to explore the undermentioned questions:

1. What are the levels of anxiety that pre-service teachers undergo as they teach for the first time?

   1. Do they feel more anxious as teachers in a foreign language classroom?

2. What are the major sources that provoke pre-service teachers’ anxiety?

   1. Does anxiety affect their performance as teachers?

2. Literature Review

Horwitz, Horwitz and Cope (1986) defined anxiety as a “subjective feeling of tension, apprehension, nervousness, and worry”. Horwitz (2000) posits three distinct types of anxiety, trait anxiety, state anxiety, and situational anxiety. State anxiety is a fugacious emotional state of matter when the authentic nervous system is activated as the individual experiences subjective feelings of tension and apprehension. It is not an enduring tendency of a person to feel anxious in a miscellany of situations. Whereas trait anxiety, on the other hand, pertains to comparatively unfluctuating individual differences in anxiety proneness. Situational anxiety is explained by MacIntyre and Gardner (1989) as being “maintained and strengthened by the same sequence of poor performance” (p. 272).

2.1 Foreign Language Teaching Anxiety

Foreign language anxiety is not exclusively experienced by language learners. Teaching anxiety is prevalent among language teachers. Teaching anxiety can be physically manifested through common symptoms such as dry mouth, fatigue, and palpitation (Gardner & Leak, 1994) or psychologically manifested through apprehension, fear, distress, caginess, or even panic. Withal teachers are positioned in the category of high language proficiency, they are advanced learners and their language learning status is never utter (Horwitz et al., 1986). The latter posits that the anxiety experienced by language teachers may impact their use of the target language, self-confidence, and instructional decisions. Merç (2010) puts forward that foreign language teaching anxiety may ensue in negative effects related to instruction. He also states that anxious teachers may incline to forefend certain teaching activities and styles and opt for others, which may accordingly result in a deficient quality of instruction.

Teaching anxiety can be engendered by general factors associated with teachers themselves. These factors are academic rank, teaching experience (Gardner & Leak, 1994), gender, school type, degree, and training (Morton, Vesco, Williams, & Awender, 1997). The affiliation between teaching anxiety and these factors was resolutely documented.

Teachers’ anxiety might be provoked by a multiple range of reasons. First, teaching a new class and confronting new students is a strong potential trigger for teaching anxiety. Meeting a class for the first time is an initial experience that is frequently portrayed as “frightening” (Ameen et al., 2002). Second, classroom preparation is one of the topmost selected generators of teaching anxiety. Teachers were concerned about how the delivery will be (Horwitz, 1996). Third, the unfamiliar material is a cardinal prompt of teachers’ anxiety. Teachers’ unfamiliarity with the teaching and learning materials evokes anxiety (Ameen et al., 2002). Finally, being evaluated by others makes teachers feel uneasy during and\or after classes. The fear of evaluation encompasses not solely judgements from experts, administration, supervisors, and co-workers but correspondingly evaluation from learners (Bernstein, 1983).

2.2 Pre-service Teaching Anxiety

Pre-service teaching serves as the pre-service teachers’ initiation into the real-life sphere of the teaching practicum. Research findings have revealed that pre-service teachers are apprehensive about teaching praxis (Hart, 1987). Merç (2010) postulates that EFL pre-service teachers are ascertained to be anxious and anxiety levels undergone by experienced FL teachers are lesser than those of novice ones. Moreover, the intensity of anxiety levels is significantly correlated with years of experience among teachers. Thereby, pre-service teachers experience the highest levels of anxiety (Morton et al., 1997).

Pre-service teachers’ anxiety is a distinct apprehension from in-service teachers since the former are proceeding forwards to become teachers and they might feel conspicuously unlike the ‘real’ teachers (Merç, 2010). Umpteen potential grounds may make pre-service teachers feel nervous. Class control is a major reason correlated with pre-service teaching anxiety. Another association between pre-service teaching anxiety and classroom disruptions is reported by Hart (1987). Hence, anxiety seems to be a pertinent characteristic of pre-service teachers. Research findings in literature have betokened that pre-service teaching anxiety levels frequently fluctuate between moderateness and highness (Hart, 1987; Capel, 1997). Preservice EFL teaching anxiety is one of the most recurrent problems pre-service teachers have reported prior to and throughout their teaching experience (Merç, 2011).

2.2.1 Manoeuvres to Grapple with Pre-service Teaching Anxiety

Pre-service teachers are in need to contend with their anxiety that may counterproductively affect their performance and instructional decisions (Hart, 1987). “There are many techniques available to help reduce teaching anxiety. The methods which will work best for any individual usually depend upon the sources of the problem” (Bernstein, 1983, p. 5). Teachers need to take action to alleviate their anxiety after determining its sources (Horwitz, 1996). Liu (2008) ascertains four cardinal manoeuvres to cope with pre-service teaching anxiety: content knowledge, preparation, practice/experience, and aid from others.

The first manoeuvre centres upon germinating the requisite content knowledge about the target language and materials and improving it (Horwitz, 1996). The second manoeuvre to reduce anxiety is preparation. Detailed lesson plans are requisite, potential questions from learners need to be anticipated prior to teaching. The acquaintanceship with the planning of each lesson and the selection of activities and materials is crucial for pre-service teachers to alleviate their anxiety (Liu, 2008). The third manoeuvre is practice/experience. McIntyre and Hagger (1993) maintain that “however clear, however thorough, however sophisticated or simple the learner-teacher’s understanding of classroom teaching, it is only by putting these understandings into practice, by putting them to the test of practice, and by developing them through practice that he or she can become a competent classroom teacher” (p.90). The last manoeuvre is to get aid from and to communicate with mentors and co-teachers. Horwitz (1996) emphasises the cruciality of sharing the anxiety associated with pre-service teaching with other teachers as to gain constructive assistance. Each instructor, nevertheless, could recognize that he/she was not the only teacher who felt anxious about teaching but only if he/she started sharing this anxiety with others. This sharing process could judiciously alleviate their anxiety (Machida, 2011).

3. Methods

The endeavour to furnish pertinent answers to research questions cannot be attained without patterning a judicious methodological line of thought. The study under scrutiny is designated to comprise a descriptive design intended to answer conveniently the research questions set earlier. A case study design was reckoned expedient in the current investigation as it furnishes detailed insights, explanations and interpretations about pre-service teaching anxiety and its sources. Triangulation is exploited when a research is being approached from two or more angles and a variety of perspectives. An investigator triangulation was exploited to analyse qualitative data encompassing reflective journal entries. It was deemed that more thorough understanding and valid findings are to be gained if different perspectives are considered and deployed throughout the analysis phase. The current investigation also entails a mixed-methods approach towards data collection and analysis procedures. A “parallel mixed-methods design” was deployed in which quantitative and qualitative methods are given equal priority, and data are jointly gathered and analysed.

Third-year students at Mohamed Lamine Debaghine, Setif 2 University, Algeria present the population of the research. The sample-driven from population encompasses 100 pre-service teachers. Since pre-service teachers’ training was made non-compulsory random sampling was infeasible and the researcher was compelled to carry out the research with volunteers. The first 100 volunteers conjoined the research sample as their participation afforded a cornucopia of data eligible for the research objectives to be reached and questions to be answered.

Data was gathered through two main instruments. In order to collect quantitative data, a Likert Scale questionnaire in a five-point fashion (from strongly disagree to strongly agree) was exploited. The scale was intended to menstruate pre-service teachers’ level of anxiety. The scale was adapted considering Hart’s (1987) Student Teacher Anxiety Scale (STAS), and Merç’s (2011) Foreign Language Student-Teacher Anxiety Scale (FLSTAS). The former was addressed to all pre-service teachers whereas the latter was intended originally to pre-service EFL teachers and both performed high levels of reliability. It comprises forty-four statements in a 5-point Likert-type scale fashion (from strongly disagree to strongly agree). The items were grouped into five factor categories as stated infra:

• Factor 1: Professional preparation anxiety (eight items),

• Factor 2: Class control anxiety (eight items),

• Factor 3: Language proficiency (fifteen items),

• Factor 4: Unsuccessful lesson anxiety (six items),

• Factor 5: Relationship with the mentors (seven items).

Responses to the Likert scale questionnaire questions were numerically coded and analysed through the frequency analysis of descriptive statistics using Statistical Package of Social Sciences (SPSS) version 20.

Qualitative data were gathered through the second main instrument deploying reflective journals. Participants were able to record their reactions, assumptions, expectations, and feelings about their first experience in the teaching practicum. Their writings were unstructured and pre-service teachers were endorsed to provide retrospective accounts of situations that they had encountered during their training at middle schools. 20 pre-service teachers participating in the current research were handed journals before the commencement of their training period so they were asked to describe their views, reactions, feelings, and expectations right along with their teaching experience. Participants’ reflective journals were at the researcher’s disposal once their training period came to an end.

Data generated from reflective journal entries are analysed exploiting the investigator triangulation aiming at safeguarding and increasing the trustworthiness of findings. After reading through transcriptions, similar patterns are to be clustered together. Codes are written for each topic. The latter will be put into categories after suitable headings are given for each topic and all related ones are grouped together. All data falling under the same topic are sorted in concert. The Analysis ends up with a lucid list of codes and themes and their definitions prior to being interpreted.

4. Results

Descriptive statistics were primarily oriented towards answering the first research question apropos the level of pre-service teaching anxiety undergone by participants. In accordance with that, SPSS and Excel were deployed to calculate mean scores for the overall scale items and for the five factors that were positioned as the prima apparatuses that lie underneath the anxieties experienced by pre-service teachers. Horwitz’ (2008) classification of anxiety scores was exploited contending that the scores ranging from 1.00 to 2.99 designated low anxiety, those from 3.00 to 3.99 betokened medium anxiety while the scores ranging from 4.00 to 5.00 signalled high anxiety as demonstrated in the table infra:

Anxiety category		Potential range
Low anxiety		1.00 – 2.99 3.00 – 3.99 4.00 – 5.00
Anxious teachers	Medium anxiety
	High anxiety

Table 4.1 Teaching Anxiety Categories

A reliability test is commonly reported through the calculation of the estimated reliability coefficient. The latter can be as high as +01 for a perfectly reliable test or as low as a zero for an unreliable one. A highly reliable test coefficient ranges approximately between 0,7 and 0,99.

Cronbach’s Alpha	N of Items
,892	2

Table 4.2 Cronbach’s Alpha Reliability

The abovementioned table demonstrates that the Cronbach’s alpha calculated = ,892. Consequently, the Likert scale performed a high level of reliability and its results are reckoned consistent and stable.

	Valid	100
	Missing	0
Mean		3,67
Std. Deviation		,4008

Table 4.3 Overall Anxiety Mean

Table 4.3 discloses that all participants filled the scale with an overall calculated mean score of their anxiety 3,67. The standard deviation value is, 4008The Likert scale questionnaire was dissevered into five main factor sections comprising relationship with the mentor (seven items), class control anxiety (eight items), professional preparation anxiety (eight items), language proficiency anxiety (15 items), and unsuccessful lesson anxiety (six items). The factor mean scores are presented in the subsequent table and graph:

	Mean scores
Relationship with the mentor	3,07
Class control anxiety	3,79
Professional preparation anxiety	4,27
Language proficiency	3,03
Unsuccessful lesson	4,19
Total Mean score	3,67

 

Table 4.4 Anxiety Factor Mean Scores

Figure 4.1 Anxiety factor mean scores

The abovementioned table elucidates that pre-service teachers were highly anxious towards the possibility of having an “unsuccessful lesson” with a mean score of 4,19. “Professional preparation” and “class control” are ranked second in provoking participants’ anxiety with a mean score of 4,27 for the former and 3,79 for the latter. Pre-service teachers underwent less anxiety regarding the “relationship with the mentor” with a mean score of 3,07, and “language proficiency” with a mean score of 3,03.

20 reflective journal entries were gathered and analysed. The journal writings rendered exhaustive information about participants’ reflections on and perceptions of their first teaching experience. After repetitious and vigilant reading, the journal contents were analysed thoroughly comprising recurring patterns of significant incidents and facts. These patterns aided at narrowing the data into categories that were examined in terms of codes. The latter were condensed into fewer categories so that the main themes emerged. It is deserving to mention that the analysis was carried out by a co-researcher as an endeavour to break down the raw data into specific categories and relevant themes in a more objective manner so interpretations and results are more valid. The researcher and the co-researcher have consulted and conducted reconsideration and discussion meetings to attain an ultimate settlement on the codes and themes drawn from the reflective journals. The subsequent table summarises the final analysis:

Codes	Definition	Themes
Pre-service teachers feelings	It encompasses pre-service teachers perceived emotions, feelings, and beliefs throughout distinct phases of their training period.	1. anxiety
Professional requirements and duties	It is comprised of the mandatory responsibilities that pre-service teachers are required to fulfil at the professional level while proceeding teaching.	2. class control
		3. preparation
		4. lesson delivery
Professional relationships	It encompasses the inevitable relationships that pre-service teachers are to confront in the teaching “practicum”.	5. Mentors

Table 4.5 Reflective Journals Analysis

5. Discussion

The descriptive statistics have demonstrated that the mean scores of pre-service teachers’ anxiety levels have fallen under the category of moderately high anxiety of an overall mean score 3,67. Capel (1997) postulates that pre-service teaching anxiety fluctuates between moderateness and highness. Merç’s (2010) and El Okda and El Humaidi (2003) investigations have also revealed that pre-service teachers experienced medium levels of anxiety. It is viable to impart the different ranked anxiety factors encompassing, “relationship with the mentor”, “class control anxiety”, “professional preparation anxiety”, “language proficiency”, and “unsuccessful lesson anxiety”. These factors are ranked in a decrescendo order from the highest to the lowest levels considering the mean scores for each factor section.

The highest levels of anxiety were manifested through pre-service occupation with and concern about professional preparation (4,27). Ipek’s (2007) investigation has disclosed that the most tremendous source of anxiety among pre-service teachers was their fear of failure in imparting a lesson. The calculated mean scores have also betokened that the potential unsuccessfulness of their first lesson delivery and class control were evidentiary generators of anxiety colligated with pre-service teaching. Pre-service teachers’ unfamiliarity with the requisite duties and responsibilities that they may come across in a real language classroom engendered a set of worries and concerns among them resulting in a moderately high mean score ranging from 4,19 to 3,97. The probes carried out by Horwitz (1996) and Yüksel (2008) have revealed that classroom management and preparation are fundamental triggers of pre-service teaching anxiety. The lowest levels of anxiety were manifested through the calculation of mean scores of “relationship with the mentor”, and “language proficiency” factors with a total mean score of 3,07 for the former and 3,03 for the latter. Accordingly, Merç (2010) has carried out an investigation with EFL pre-service teachers and results have demonstrated that they experienced low anxiety towards their language proficiency.

Reflective journals were reckoned feasible as to seek substantiation from participants’ own perspectives, their feelings, and perceptions. For participants, the language classroom was very demanding and they were not deemed ready to head pupils and deliver lessons. They have expressed the high tension levels they felt prior to and during their lesson presentation. Most of the pre-service teachers have worded their frustration and thwarting with the experience while some of them have revealed the intent to abandon teaching. Anxieties affiliated to pre-service teaching comprise one of the most frequently delineated themes in the reflective journals. The entries have reported that the most intense anxiety was undergone just prior to the first time of teaching and first lesson delivery. Pre-service teachers demonstrated an unavoidable level of anxiety due to their fear that pupils will not understand what they are to present. Participant 9 wrote her concerns about not being able to act while facing her pupils:

I don’t know where to start from, what if pupils don’t understand me? I can’t deny that I am completely anxious and my heart is dancing without music, how would I be able to prepare a lesson, I swear I feel like an alien in the middle of nowhere! I need an angelic hand to take me back to my planet “university”! I am in front of my pupils so many attentive eyes are looking at me! I am frozen and so many questions are crossing my head at that moment. They are still waiting but what should I say? How? How? How? And other many hows? Sure, it is because it’s my first day, right?

While participant 13 stated: “I felt nervous and scared to even introduce myself, I don’t know what happened to me at that time, but believe me I was shaking and I don’t remember what I said!”. This debilitative anxiety might have a destructive effect on their performance and may ultimately result in serious disappointment and negative attitude towards teaching. Manoeuvers to trim down pre-service teachers’ anxiety are requisite so they are well trained and prepared prior to face pupils in real classrooms. Participant 1 went further and stated her feelings as indicated below:

I do not want to be a teacher, no way! … I have never seen something more difficult. I am saying goodbye to this “profession” forever. I know some may say “you gave up easily” but this is not something I want to do. I presented a lesson of “present simple” with 1^st year; I gotta say that this is not something I’ll be doing for the rest thirty years of my life “I’m staying home, making a happy family”. This experience left a scary impression towards teaching. I think I am leaving teaching for someone else!

The unfamiliarity of pre-service teachers with the professional necessities of teaching at middle schools was a great source of frustration to them. They demonstrated a great deal of concern about class control. The latter was the most frequently reported problem that pre-service teachers were occupied with prior to and during their first teaching experience. Disruptive behaviour of some pupils, handling students’ noise and the general level of noise, and organizing the logistics of classroom life were a source of impediment of the flow and pace of the lesson presented by pre-service teachers.

All participants designated their unease about maintaining discipline in the class at least once in their reflective journal entries. Being able to control the class, according to them, entails virtually all in a lesson. They consider the potential downfall of their lesson, long before their time to present, if they cannot establish and maintain class control. Correspondingly, their worries prolong even after the commencement of their lesson. Participant five claimed that her “biggest” fear was to not be able to address riotous behaviour of pupils. Participant 18 went further to explain his utmost feelings of frustration “they (pupils) were noisy, I think that I failed to control the class … it was really disappointing, I am not satisfied, I lost control and I felt in a moment that I have just to open the door and run away in the middle of that chaos!”. Participant 20 revealed that the most challenging task on her burden was to maintain class discipline:

Another challenge I faced is that when she (the mentor) left the room and I had to deal with the classroom all by myself, they were so noisy, I kept screaming “stop”, “this is the last warning”, “be quiet”, “silence” … they stopped for few minutes then they did it again! This is the hardest thing I faced during my training days. My nightmare “class control and discipline” this left no energy for other things, preparing and presenting.

The last emerging theme in the reflective journal writings was “mentors”. Cooperating teachers’ interference in the lesson presented by pre-service teachers and their assistance throughout the observation and delivery phases were reported by most of the participants. Their attitudes differ, some of them welcomed the mentors’ interference and they reckoned it as a sort of aid and support whereas other pre-service teachers considered it as an undesirable act performed by the cooperating teachers in front of pupils.

6. Conclusion

The driving force behind embarking on the current investigation was to examine the levels anxiety of third-year students’ affiliated with pre-service teaching. This probe was inclined to ascertain the major sources that enkindle it. As to answer the first research question, Numerical results generated from the Likert scale have disclosed that pre-service teachers were “anxious”. It was inevitably indispensable to gain in-depth insights that would plausibly validate quantitative results and answer the second research question through examining their perceptions documented in the reflective journals. Qualitative results have assured that teaching for the first time is a challenging task to be undertaken by pre-service teachers. It also revealed four main sources that provoke their anxiety and might affect their instruction negatively as follows: class control, professional preparation, lesson delivery, and mentors. It is exceedingly urged to alleviate pre-service teachers’ anxiety and to assist them cope with it. It is also highly recommended to integrate efficacious pre-training programs to prepare participants well and to equip them with the essential expertise to face their pupils and to function adequately in in real EFL language classrooms.

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