The relationship between teaching styles and NNPSETs' anxiety levels

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datacite.alternateIdentifier.citationSYSTEM,Vol.49,145-156,2015
datacite.alternateIdentifier.doi10.1016/j.system.2015.01.012
datacite.creatorBriesmaster, Mark
datacite.creatorBriesmaster-Paredes, Judith
datacite.date2015
datacite.subject.englishForeign language anxiety
datacite.subject.englishTeaching styles
datacite.subject.englishLearner anxiety
datacite.subject.englishEFL
datacite.subject.englishTEFL
datacite.titleThe relationship between teaching styles and NNPSETs' anxiety levels
dc.date.accessioned2021-04-30T16:25:24Z
dc.date.available2021-04-30T16:25:24Z
dc.description.abstractResearch indicates that approximately 50% of foreign language learners experience some form of anxiety in the learning process, and that learning and teaching styles in particular are possible sources of language anxiety (LA). This article is based on a study designed to identify the relationship that exists between teaching styles and their varying effects on anxiety levels among non-native pre-service EFL teachers (NNPSETs). Teaching styles were identified according to the Grasha-Riechmann Teaching Style Survey (1996) while learner anxiety was measured through the Foreign Language Class Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986). Results suggest that certain teaching styles or style clusters seem to provoke more anxiety, especially when accompanied by other factors such as gender, grade point average and past performance. This article discusses the need for an increased awareness among teachers concerning LA and how particular teaching styles can either hinder or facilitate language learning. (C) 2015 Elsevier Ltd. All rights reserved.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2513
dc.language.isoen
dc.publisherELSEVIER SCI LTD
dc.sourceSYSTEM
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionSSCI
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