English language teaching anxiety: A case of junior high school teachers

Krizia G. Garingalao; Jonathan J. Palco

doi:10.46223/HCMCOUJS.soci.en.15.6.3496.2025

Abstract

Much research revealed language learning anxiety among elementary to middle school students and/or student teachers. Whereas English Language Teaching (ELT) anxiety among English as a Second Language (ESL) teachers has been understudied. Hence, the study explored ELT anxiety among ESL teachers. This case study investigated the causes of teaching anxiety and coping mechanisms among purposively selected three novice and three experienced ESL teachers in different public Junior High schools in the Philippines. Questionnaires and onsite interviews were used to gather relevant data. The study revealed that external and internal factors contribute to state and situation-specific ELT anxiety. The study also concluded that teachers employ varied teaching methods before and during the pandemic despite the anxiety felt while teaching. Furthermore, grounded on Krashen’s Affective Filter Hypothesis it is recommended to impose training programs on ELT anxiety awareness, professional development targeting teachers’ Language weakness, and teaching assignments based on teacher’s qualification. In addition, this calls for the administration to consider additional staff or personnel to accomplish ancillary and administrative work instead of the teachers.

Keywords

affective filter hypothesis; coping mechanisms; ELT anxiety; novice and experienced teachers; sources of anxiety

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References

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DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.15.6.3496.2025

15(6)2025

English language teaching anxiety: A case of junior high school teachers

Abstract

Keywords

Full Text:

References