Comparison of the Effect of Teachers Speaking Only English in English Language Teaching on Students' Anxiety According to Gender and Graduation Status: A Quantitative Research

Abstract

This casual comparative study investigated the impact of exclusive English Language instruction by teachers on students’ anxiety levels in the context of English language learning, with a particular focus on the students’ graduation status. The research was conducted among 450 participants enrolled in English language programs at two private educational institutions in Eskişehir. All participants were university students, undergoing English speaking lessons delivered by both local and foreign instructors. Data collection employed the English Speaking Anxiety Scale, and the statistical analysis was executed using SPSS software. Descriptive statistics, including mean, standard deviation, t-test, and one-way analysis of variance (ANOVA), were employed to analyse the acquired data. The findings revealed that the exclusive use of English by teachers during second language instruction did not significantly impact students’ anxiety level based on gender. However, a noteworthy distinction emerged between university graduates and non-graduates, suggesting that anxiety levels were lower among the former group.

Keywords

• English speaking anxiety
• teacher’s speaking
• teacher’s role

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