In-Service Nonnative EFL Primary Education Teachers’ Speaking Anxiety: Do They Have Reasons, Solutions?

Abstract

This mixed-method study examined the prevalence, sources, and potential solutions to speaking anxiety among in-service non-native English as a Foreign Language (EFL) teachers in Turkish primary schools. Despite formal language training, many teachers report anxiety when speaking English, particularly due to a lack of practice opportunities, emphasis on accuracy, and insufficient exposure to authentic communicative settings (Horwitz, Horwitz, & Cope, 1986; Kralova & Tirpakova, 2019). A total of 433 teachers completed the English Speaking Anxiety (ESA) scale, and 34 participated in semi-structured interviews. Quantitative analysis revealed moderate levels of anxiety across subdomains such as oral performance apprehension, self-concern, and speaking self-image. A statistically significant difference was found between novice and experienced teachers in their attitudes toward speaking. The qualitative data identified contributing factors including fear of making mistakes, pronunciation-related concerns, perfectionism, minimal use of advanced language in primary education contexts, and personality traits such as shyness and low self-confidence (Gregersen & Horwitz, 2002; Tanveer, 2007). Recommended solutions included increased oral practice, a pedagogical shift from accuracy to fluency, structured exposure to native speaker interaction, and targeted professional development (Tseng, 2012; Wood, 1999). These findings underscore the importance of institutional support in maintaining and enhancing oral proficiency among EFL teachers.

Keywords

• Speaking
• Anxiety
• Teacher Anxiety
• Primary Education

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