İngilizce Öğretmen Adaylarının İngilizce Konuşma Kaygılarına İlişkin Görüşleri: Karma Bir Model

Abstract

Bu araştırmanın amacı, İngilizce öğretmeni adaylarının konuşma kaygılarını demografik özelliklerine göre incelemektir. Araştırma, karma yöntem ve açıklayıcı sıralı desen ile yapılmıştır. Araştırmanın örneklemini, 2024/2025 eğitim öğretim yılı güz döneminde bir devlet üniversitesinin Yabancı Diller Eğitimi Bölümü, İngilizce Öğretmenliği Lisans Programında öğrenim gören öğretmen adayları oluşturmuştur. Çalışmaya toplam 237 öğretmen adayı katılmıştır. Nicel veriler, Orakçı (2018) tarafından geliştirilen "İngilizce Konuşma Kaygısı Ölçeği" ile toplanmıştır. Bu ölçek, 16 maddeden oluşan ve beşli likert tipi seçeneklere sahip geçerli ve güvenilir bir ölçme aracıdır. Nitel veriler ise araştırmacılar tarafından oluşturulan "İngilizce Konuşma Kaygısı Görüşme Formu" ile elde edilmiştir. Sonuçlar, öğretmen adaylarının genel olarak düşük kaygı seviyelerine sahip olduğunu ancak hazırlıksız konuşmaların kaygıyı artırdığını ortaya koymuştur. Ayrıca, birinci sınıf öğrencilerinin daha fazla kaygı yaşadığı ve kadın öğretmen adaylarının erkek adaylardan daha fazla kaygı duyduğu gözlemlenmiştir. Konuşma kaygısının akıcılık, kelime bilgisi, telaffuz ve dil bilgisi eksikliklerinden kaynaklandığı bulunmuştur. Öğretmen adayları, kaygıyı yönetebilmek için dil ve iletişim stratejileri, sosyal destek ve pratik teknikler kullanmaktadır.

Keywords

• İngilizce öğretmeni adayı
• İngilizce konuşma kaygısı
• yabancı dil kaygısı

The Views of English Language Teaching (ELT) Prospective Teachers on English Speaking Anxiety: A Mixed-Method Model

Abstract

The aim of this study is to examine the speaking anxiety of prospective English teachers in relation to their demographic characteristics. The research was conducted using a mixed-methods design. The sample consisted of preservice teachers enrolled in the English Language Teaching undergraduate program within the Department of Foreign Language Education at a public university during the fall semester of the 2024/2025 academic year. A total of 237 prospective teachers participated in the study. Quantitative data were collected through the “English Speaking Anxiety Scale” developed by Orakçı (2018). This is a valid and reliable instrument comprising 16 items, rated on a five-point Likert scale. Qualitative data were obtained using the “English Speaking Anxiety Interview Form,” developed by the researchers. The findings indicated that the participants generally experienced low levels of anxiety; however, speaking tasks performed without preparation were found to increase anxiety. Moreover, first-year students reported higher levels of anxiety compared to their senior peers, and female participants were found to experience more anxiety than male participants. Speaking anxiety was found to stem from factors such as lack of fluency, limited vocabulary, poor pronunciation, and grammatical deficiencies. In managing their anxiety, participants reported employing language and communication strategies, seeking social support, and applying practical techniques.

Keywords

• Prospective English language teacher
• English speaking anxiety
• foreign language anxiety

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