Effects of Foreign Language Anxiety on English learning in Student Teachers: A case study
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Abstract
This study aims to understand the effects of language anxiety when learning English in the Degrees in Primary and Infant Education in the Faculty of Education of Zaragoza University (Spain), through a case study. We gathered data from 63 students and 4 teachers using classroom observations, questionnaires, and a focus group. The main findings reveal that, in this context, language anxiety can reduce oral production quality when students speak in English in front of the class, inhibit their oral participation and damage their self-esteem, self-efficacy, and motivation. The article provides an explanatory model concerning the effects of language anxiety in the context of study and similar settings, which shows the desirability that teacher training programmes contemplate this kind of anxiety.