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Language Teaching Anxiety Before and After Practicum: A Qualitative Inquiry of Korean Pre-service English Teachers.

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Title: Language Teaching Anxiety Before and After Practicum: A Qualitative Inquiry of Korean Pre-service English Teachers.
Authors: Noh, Jin-Ho1, Kim, Tae-Young2 tykim@cau.ac.kr
Source: English Teaching. Winter2025, Vol. 80 Issue 4, p105-128. 24p.
Subject Terms: *Practicums, *Teacher education, *Teaching experience, *Qualitative research, Job stress, Koreans, Stress management
Abstract: This qualitative study explored how teaching practicum experiences influence foreign language teaching anxiety (FLTA) among Korean pre-service secondary English teachers. Semi-structured interviews were conducted before and after the practicum with eight pre-service English teachers selected for their high FLTA levels. Results showed a notable reduction in anxiety post-practicum. Initially, FLTA was driven by perceived linguistic deficiencies, fear of negative evaluation, perfectionism, non-nativeness, and inadequate pedagogical preparation. After the practicum, triggers shifted toward practical classroom issues, including time management and responding to student questions. Coping strategies evolved from rigid rehearsal and avoidance to adaptive practices such as rapport-building and reflective teaching. Participants emphasized the practicum’s role in reducing anxiety through authentic teaching experiences, advocating longer and more frequent practicums. These findings highlight the critical role of supervised, experiential classroom exposure in teacher education for mitigating FLTA and easing the transition from theory to practice. [ABSTRACT FROM AUTHOR]
Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Language Teaching Anxiety Before and After Practicum: A Qualitative Inquiry of Korean Pre-service English Teachers.
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  Data: <searchLink fieldCode="AR" term="%22Noh%2C+Jin-Ho%22">Noh, Jin-Ho</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kim%2C+Tae-Young%22">Kim, Tae-Young</searchLink><relatesTo>2</relatesTo><i> tykim@cau.ac.kr</i>
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  Data: <searchLink fieldCode="JN" term="%22English+Teaching%22">English Teaching</searchLink>. Winter2025, Vol. 80 Issue 4, p105-128. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+experience%22">Teaching experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink><br /><searchLink fieldCode="DE" term="%22Koreans%22">Koreans</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+management%22">Stress management</searchLink>
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  Data: This qualitative study explored how teaching practicum experiences influence foreign language teaching anxiety (FLTA) among Korean pre-service secondary English teachers. Semi-structured interviews were conducted before and after the practicum with eight pre-service English teachers selected for their high FLTA levels. Results showed a notable reduction in anxiety post-practicum. Initially, FLTA was driven by perceived linguistic deficiencies, fear of negative evaluation, perfectionism, non-nativeness, and inadequate pedagogical preparation. After the practicum, triggers shifted toward practical classroom issues, including time management and responding to student questions. Coping strategies evolved from rigid rehearsal and avoidance to adaptive practices such as rapport-building and reflective teaching. Participants emphasized the practicum’s role in reducing anxiety through authentic teaching experiences, advocating longer and more frequent practicums. These findings highlight the critical role of supervised, experiential classroom exposure in teacher education for mitigating FLTA and easing the transition from theory to practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.15858/engtea.80.4.202512.105
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      – SubjectFull: Teaching experience
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      – SubjectFull: Job stress
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      – SubjectFull: Koreans
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      – SubjectFull: Stress management
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              Text: Winter2025
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